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CFE anti-academic?

Discussion in 'Scotland - education news' started by Imsdal, Jan 22, 2012.

  1. Dunno how much of my teaching practise is CfE (although I am a newish teacher) but I have a small group of v. keen and able (academic?) pupils in my class. I encourage and push them on to fulfil their full potential and believe that we can do this through active learning and child led learning. They are currently learning times tables and are often "active" in chanting their tables together and testing one another (peer assessment?).
     
  2. Again, only if done incorrectly. The most successful at university when I was a student there were the ones who were able to do independent original research. For that, you need to be able to use your brain for more than memorising facts for an exam (which is what I assume you are meaning is being missed out in favour of active learning).
    Active learning means the brain is active, not the body.
     
  3. lookinglost

    lookinglost New commenter

    I think pretty much through my entire time at uni I learnt in an active way. I was terrible at school when we were sat in rows and my teachers just told me to do x and y because it was in an exam. The teaching wasn't good for the academic pupils and it put me at a disadvantage I would argue as I was not challenged or engaged. School for me was nothing like being at uni. At uni we were given problems that we had to find solutions to, lectures were about giving us skills and strategies that could be used to solve these problems. I think you could argue that almost every subject at uni expects active learning. Some more than othes of course.
    I think you've got it spot on CanuckGrrl, this is either down to those in charge not taking the time to find out what active learning really just not getting it.
    Spot on. I don't see that CfE makes us all have to teach constantly "fun" and "bums off seats" lessons. I see that more as a problem from individual school management. Today two of my top classes spent most of their time in silence working individually. They were learning actively at the time and I often get very positive feedback from them.
    What's stopping CfE from being academic enough for all children in the main is a lack of money to provide an adequate number of resources (from subject specialists to paper for photocopying) and of course time. You cannot expect every teacher to do all they are asked to do already and produce fully differentiated material for every child in a class of 30 mixed ability pupils for new courses.
    Please excuse the length of the post.
     


  4. Like.
     
  5. I'm so glad you said INDEPENDENT. In my view, one of the serious perils of group/partner work is that some---perhaps many---children manage to coast through school from one project to another without ever having to do a tap of independent work.
    Exactly. This mantra is going up on my classroom wall tomorrow.[​IMG]
     
  6. Absolutely right. I sometimes wonder how many managers, at both school and authority levels, have bothered to read the green folder. It's all in there about active learning being engagement with the learning task/process, as opposed to physical activity.
     
  7. Wow. You've actually read the Green Folder? Although if I'd know there was some common sense in there, I might have done so myself...CfE is all the same stuff as before carefully re-written into "I can" statements. Teach what the f*** the you want, how you want and when they notice that employers laugh at National 4 and the schools doing well at Higher have retained strong academic methods it'll be All Change! and back to the start again. Worry about the kids in front of you, do the very best you can for them and try not to pay too much attention to all the politics.
     
  8. oooh dear! Dare I ask what the green folder is?
    Active rather than passive learning. Sitting in a group while your friend does the work is NOT active! Not sure if I've said this before but in maths I'm having one session teacher-led (e.g. board work/chanting), one doing a group/paired activity and one independent written task (which can be used to assess). Handily I have three groups and three maths sessions. Seems to be working so far -I introduce them to a new area or reinforce what we've been doing -they work on it together -then show what they can do.
     
  9. We could tell you....but then we'd have to kill you!
     
  10. eek!
     
  11. As a new teacher, as far as "I can" see, I have to agree with Airy... lists and lists of I can's like a Frankenstein of 5-14/ SGF (you can't just talk about a "Green" folder, it must also be "SHINY"...). There still seems to be an expectation of everything that 5-14 demanded, but devoid of structure and clear progression. The whole "decluttering" that was initially the carrot would require an Operations HQ similar to the Normandy landings to map the connections between one curricular set of I can's and the next. The whole thing is throughly confusing and utterly conflicting with anything that I took from my four year course.
     
  12. catmother

    catmother Star commenter

    If only!
     
  13. A young woman (an enthusiast!) in my department was at an in-service today about CfE literacy assessment. Midday, I got a text: "pish, pish, pish".
     
  14. I think I was at that.
     
  15. If you spin it right, sure they count as CPD. [​IMG]
     
  16. Dominie

    Dominie New commenter

    CfE! CfE! CfE!
     
  17. I am a student teacher (at Jordanhill!) so granted I may not have the experience of others here but I think CfE is a good thing... Yes, it has its flaws but doesn't everything?!
     
  18. Because it's centred on the pupil (theoretically).
     

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