I have been wondering how we teach our children the importance of facts, logic and scientific proof in this era of post-truth politics. A time when people can appear on television and tell lies and deny facts with apparent absolute conviction – and get away with it.
I remember an incident many years ago when a Jamaican work colleague told me that if a man and a woman went for the same job the man should always get it even if the woman was better qualified. I tried all my powers of reason and logic to persuade him otherwise, to no avail. In the end I said, “Actually, you have a point, Vince, because I think that if a black man and white man went for the same job the white man should always get it.” He was (quite rightly) appalled and correctly accused me of prejudice but was still blind to the prejudices he was displaying. At that point I realized that some attitudes and outlooks are so deeply ingrained that no amount of logic is going to shift them. You can’t fight emotion with logic. Yet all our teaching is based on logic and facts (not alternative facts) So are we sending our children powerless into the future armed only with scientific thought and common sense – attributes that I used to think would combat all? Continue reading
How Does Your Curriculum Measure Up?
Did you see the programme about Korean education? It was fascinating. The students are either in school or an after-school tutorial from 6am – midnight. Every week day! I remember taking a Korean visitor into a Primary classroom. The students were all completely engrossed in their work, so much so that they didn’t even notice us walk in. But the thing that really got him was…
It must be true it’s in the papers?
This week we were treated to headlines proclaiming that ICT had no affect on pupil’s performance according to OECD study “Computers and Learning”. Actually, if you read the report it says no such thing. It does say “In the end technology can amplify great teaching, but great technology cannot replace poor teaching”. It’s telling us something we all know – the key to great teaching is the teacher! This happens so often when the media is covering a piece of educational research – they select a minute part of the report, according to their political agenda and completely ignore the rest. Continue reading
A story that caught my eye this week was the one about the man who woke from a coma speaking perfect Mandarin. Now I’m happy to believe that an over-developed left side of the brain can make someone a Maths genius (see previous blog) but somehow I can’t quite believe that we can suddenly start spouting a language we didn’t know before. I don’t believe that Mandarin is lying dormant within us to be brought into bloom with a knock on the head. They must have been exposed to the language previously and a bit more than watching “Crouching Tiger Hidden Dragon”.
So how do you teach a foreign language without sending your pupils into a coma? It’s a problem that primary schools around the country are struggling with what with the advent of compulsory Foreign language teaching this year. Of course Computing is also now compulsory but since we all know how good Roamer® is for helping to implement that already I thought I would focus on languages. I have already had teachers telling me that roamer has helped enormously with teaching directions in another language. So why not kill two birds with one stone and create language activities with Roamer® – then you will be doing both the language and the computing curriculum and that’s two less things for you to worry about.
On the news recently was a truly remarkable story. A retail worker in the US got mugged and in the process suffered a minor brain injury. Once he had recovered he started noticing flow patterns in the toilet flush. In fact all around him he could see patterns. It frightened him so much that he went back to the Doctor. It was discovered that as his brain had repaired itself his left hemisphere had gone into overdrive and he was now an expert mathematician. Continue reading
Knowing that I had done a lot of workshops recently a teacher friend asked me what a school that was prepared for the new Computing Curriculum looked like. What equipment did they have? I thought about it for a while and realised that it wasn’t what the school looked like that made the difference – it was how it felt. There are so many ways you could tackle the new curriculum that the equipment you choose doesn’t really define how good you are – although of course I would advocate the use of Roamer®. Continue reading
I have been listening to commentators respond to the latest PISA results in problem-solving. They either take the tack of being pleased to be second in Europe to Finland (which as everyone knows has a first class education system) or to be disappointed that we are all lagging behind “Asia”. Continue reading
I was reading an article about plans to colonise Mars when I came across an explanation as to why it was necessary from former astronaut John Grunsfeld. He said, “single-planet species don’t survive”. This struck me as an extraordinary statement to make. OK, there were the dinosaurs, but how does he know that there aren’t other dinosaurs happily living on planets in far flung galaxies? It seemed such an un-scientific statement to make to explain the most scientific of explorations. I commented as such to Dave. He thought that it was more probably a mental modelling rather than fact based statement. Apparently much like Einstein. He got his “eureka moment” re the theory of relativity while sitting on a tram. He realised that if his tram pulled away from the Berne Town Hall Clock at faster than the speed of light the time on the clock would not change. He mentally modelled the situation. And from that tiny spark of understanding the theory of relativity was born. Now, we know how much the concrete experiences with Roamer help students develop their mental and mathematical modelling skills, so I reckon that’s 1 for Roamer. Continue reading
Roamer has been designed to be neutral – it shows no culture or gender bias. We feel this is important; the moment you give it a character it becomes part of that culture. And we all now know, thanks to the HSBC adverts, that colour can have different meanings in different cultures. The importance of this neutrality is explored on our Tumblr site.
I enjoy making up activities for different cultures that involve changing the appearance of Roamer appropriate to the activity and culture. For me it is all part of the educational experience of he child. However last week I was on holiday and my reading matter was a book on north Korea. I tried to think of a Roamer activity that would reflect the cultural environment of the students there. Beyond standing still and “singing” the National Anthem, I was stymied. Continue reading
OMG! (to use the current lexicon) miracles really do happen. I have mentioned several times Dave’s insistence that understanding Maths is more important than learning “how” to do sums. So whenever E wanted help with her homework (she just wanted a quick and easy solution) he made her think about it and work it out. You can imagine the battles that ensued and the joy of being in the same room as them. Continue reading