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    Onderwijskrant Vlaanderen
    Vernieuwen: ja, maar in continuïteit!
    02-02-2017
    Klik hier om een link te hebben waarmee u dit artikel later terug kunt lezen.In our obsession with jargon and fads, we have forgotten what great teaching really looks like'

    In our obsession with jargon and fads, we have forgotten what great teaching really looks like'

    Anonymous
    29th January 2017 at 17:03

    Veel pedagogische modes, hypes, mythes ... die de aandacht afleiden van de essentie van onderwijs en onderwijzen

    Brain gym. Left and right brains. Multiple intelligences. Learning styles. De Bono’s thinking hats. MOOCs. Bloom’s taxonomy. Energizers. Deep marking. Triple marking. 21st century skills. Dimensions of learning. Discovery learning. Project-based learning. Child-centred learning. Flipped learning. Different colours for different personalities. Etc. etc. (competentiegericht leren, constructivisme ...)
    All of these have been thoroughly debunked, disproven or at the very least shown to be unsubstantiated

    Commentaar: onderzoek zou uitwijzen dat een groot deel van de bijscholing in Vlaanderen de voorbije 20 jaar besteed werd aan contraproductieve hypes, modes, mythes, jargon .... zoals er een aantal hiervoor werden opgesomd.

    My dictionary gives the following definition of ‘teach’: “impart knowledge to or instruct (someone) as to how to do something.” We must cut this Gordian knot of fads and fiction, and consider how best to achieve that end.
    The answer is simple – charismatic and knowledgeable teachers with clear instruction, firm discipline and a gradated, logical approach.
    Such methods may be unlikely to swell the coffers of the snake oil salesmen. They do not have the makings of a bestselling book, or a TED talk to take the internet by storm. Nonetheless they are – and have always been – the crux of great teaching. We treat them as an ‘optional extra’ at our peril.

    Let us abandon disproven educational crazes and treat new ones with healthy scepticism. SMTs must be brave in paring back unnecessary and time-consuming practices too. How can marking be simplified? Might it even be abolished, as has been done in some schools? Could data tracking be more automated, or minimised? Are there other areas of administration which could be curtailed or axed entirely?

    Were such changes to be made, the advantages would be legion. Teachers would maintain a better work/life balance. New teachers would be attracted into the profession. Most importantly, the children would be all the better educated for it.
    Now that’s what I call a learning outcome.

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