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Tackling the myths of progress

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Thoughts on assessing without levels

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Tackling the myths of progress

  1. 1. Tackling the myth of progress David Didau The Key – Life After Levels 19th May 2015
  2. 2. We can’t see when we’re wrong
  3. 3. We can’t see when we’re wrong
  4. 4. If it looks like a duck…
  5. 5. What is progress? 1. Forward or onward movement towards a destination: “the darkness did not stop my progress”. 2. Development towards an improved or more advanced condition: “we are making progress towards equal rights”.
  6. 6. What is progress? • Is it inevitable? • Can it be both rapid and sustained? • How can you measure learning?
  7. 7. Two definitions of learning: 1. The long-term retention and transfer of knowledge and skills 2. A change in how the world is understood.
  8. 8. Performance Learning
  9. 9. Warsaw
  10. 10. We believe “engaging in learning activities…transfers the content of the activity to the mind of the student…” But “as learning occurs, so does forgetting…” “learning takes time and is not encapsulated in the visible here-and-now of classroom activities.” Graham Nuthall (2005) The input/output myth
  11. 11. What we think progress looks like
  12. 12. What it actually looks like
  13. 13. Or maybe...? Not knowing Knowing
  14. 14. Threshold concepts • Integrative • Transformative • Irreversible • Reconstitutive • Troublesome • Discursive Meyer & land 2010
  15. 15. Threshold concepts in English • Understanding the relationship between grammar and meaning • Understanding the effect of context, both on writers and readers • Understanding the need to use supporting evidence for ideas • An awareness of the ways in which language can affect readers • Understanding how the structure of a text can produce different effects and meanings • Understanding that texts can be subjected to analysis to reveal a variety meanings.
  16. 16. Overlapping waves theory 3 assumptions: 1. At any one time children think in a variety of ways about most phenomena; 2. These varied ways of thinking compete with each other, not just during brief transition periods but rather over prolonged periods of time; 3. Cognitive development involves gradual changes in the frequency of these ways of thinking, as well as the introduction of more advanced ways of thinking.
  17. 17. @LearningSpy learningspy.co.uk ddidau@gmail.com
  18. 18. Reading • Nuthall (2005).The cultural myths and realities of classroom teaching and learning: A personal journey. Teachers College Record • Siegler (1998) Emerging Minds: The Process of Change in Children's Thinking • Meyer & Land (2010) Threshold Concepts and Transformational Learning • From my blog: – The Myth of Progress – Assessing what we value

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