Goves and Dolls

51BZN5STVRLGuys and Dolls was a Broadway musical first performed in 1950, and followed by the highly successful film version in 1955. The plot is based on a number of humorous and sentimental short stories written in the 1930s by Damon Runyon, in which the main character is often to be found eating cheesecake at Mindys in New York and trying to keep out of trouble while influencing events that usually involve gangsters, gambling or women, and often all three, from a distance.

Other regulars include characters such as Harry the Horse, Edward the Educated and Dave the Dude. An unusual and distinctive feature of the stories is that they are written in the present tense, have no contractions (e.g.’ he is’ instead of ‘he’s’) and reflect the New York underground gangland dialect of the time. This style and characterisaton is often referred to as being ‘Runyonesque’.

So All Change Please! is therefore proud to present its own Runyonesque, very short Christmas story entitled Goves and Dolls.

“One morning shortly before the end of the Christmas Term I am busy sitting in the school dining room minding my own business as usual, and reading a piece in the paper about how Big Micky Gove is still trying to influence education policy and not letting Little Missy Morgan get on with her job. Around the table with me are Duncan the Deputy, Alan the Author, Tony the Technology, and lastly Pearson the Prophet, with whom I should point out we do not regularly socialise as we do not like the future he foretells. We are very much enjoying our slices of the lovely Linda Lasagne the Dinner Lady’s cheesecake, which, this being the festive season, comes with a small sprig of holly and a merry paper napkin.

Then suddenly, and somewhat unusually for the dinner hall, everything goes quiet and I become aware of something large and red standing in front of me. I look up and to begin with I am much surprised to see a man all dressed up in a Father Christmas outfit. But I’m even more surprised when Santa removes his hood and white beard to reveal himself as none other than Big Mickey Gove.

“I’m sorry to interrupt your break-time” he says politely, because he is nothing if not polite, “but I believe you’ve been looking for me?”

Now I don’t want to be involved in any trouble, so I say “Who me? No! But I guess the person you are referring to is All Change Please!, with whom I do occasionally socialise through a certain electronic social media channels.”

But of course I do not reveal exactly how closely connected I am, for fear I will thought to be part of the infamous Blob he so despises and hates with all his heart and every bone in his body.

“Well”, says Big Mickey, “I wonder if you’d be so good to kindly inform All Change Please! that I don’t want it to start publishing any posts based on absolutely untrue and quite unbelievable stories that are recently appearing in the papers about me still trying to influence education. I’m still supposed to be in hiding behind the scenes, secretly meddling with things that are really none of my business. And then there’s my future media career to think of too. So unless it wants to find another world in which to live, please be so good as to tell it to desist its damaging diatribes.”

So I tell Big Mickey that sure I will pass on his message, but that of course I have no say in what actually gets published, and he wisely replaces his hood and beard and gets up and makes for the front door. Outside I cannot help but notice one of his little helpers sitting by his sledge looking cold and miserable, and because I see it is a character of a female persuasion, and naturally I have a certain soft spot for dolls, I find myself going over to ask if there is anything wrong and that I might be able to help with.

But here I am in for another big surprise because it turns out to be Missy Morgan herself.

“No, there’s nothing you can do.” she sobs, “All I want to do is be teacher’s friend, build bridges, mend fences, lighten their burden and many other somewhat simplistic and cliched metaphors. And I really didn’t mean to say studying the Arts was a waste of time the other day you know, it just sort of came out all wrong. And then Big Mickey is always calling me up or dropping by and putting pressure on me not to change any of his policies however silly and unworkable they are.

“Wait, maybe there is something you could do? I have heard that you have some influence with that sometimes slightly satirical All Change Please! blog? Perhaps you could ask it to write a sympathetic piece that will make me seem like a nice, kind, caring and sensitive education secretary?”

Well I can never resist a dame in distress and I am known to be a bit of a sentimentalist at times, so I tell her that next time I chance to have discourse with All Change Please! I will be sure to put in a good word for her. But as far as Big Mickey Gove is concerned he just deserves whatever is coming to him.

At that moment Gove shouts for her to get back on board, and he ascends into the sky, loudly cracking his government whip. Well he must be very busy at present as I guess he must have an awful lot of encyclopedias and King James’ Bibles to deliver to schools before Christmas. Anyone want to take a bet on exactly how many?

Any chance of some more cheesecake, Linda? After all I need to build up my strength in order to write this year’s Christmas Blogpost…”

You can download some of Damon Runyon’s short stories here, or enjoy an Old Time Radio Dramatisation below. (starts at approx 1.00 min)

Now this is what I call an Importance Statement

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The attention-grabbing building above, called the Mode Gakuen Cocoon Tower, is in Shinjuko, Tokyo, one of the main centres of the vast capital of Japan. Completed in October 2008 and designed by Kenzo Tange, Japan’s most famous architect, it sits between the major railway interchange hub and a burgeoning business district that includes the impressive twin towers of the Tokyo Municipal Headquarters. The architect’s brief included the stipulation that the building should not be rectangular –  something that has very clearly been achieved.

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Now you might be forgiven for thinking that the building, with its 50 floors, is perhaps a luxury apartment building or hotel, or at the very least the headquarters of a multi-national company. But you’d be wrong, because it’s a University building. Described as a ‘vertical campus’ for 10,000 students it is occupied by three vocational departments – the Tokyo Mode Gakuen Fashion School, the HAL Tokyo School of Information Technology and Design, and the Shuto Ikō School of Medicine. It incorporates a 3-storey high atrium “to substitute as a ‘schoolyard’, called the ‘Student Lounge’ and multi-use corridors where communication can flourish.”

Tange’s design is intended to represent a cocoon, and as such symbolize  the academic care that is provided, and “Embraced within this incubating form, students are inspired to create, grow and transform.

It was awarded the 2008 Skyscraper of the Year by Emporis.com.

And it’s not alone. The Mode Gakuen Spiral Towers is a similar 36 story vocational educational facility just outside Nagoya Railway station, also completed in 2008.

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There’s no question that these structures make a clear statement of intent as to the importance Japan places on its vocational education.

Fast forward (or should that be backwards?) to 2012, and here’s Michael Gove defining the way forward for school buildings in the UK:

We won’t be getting Richard Rogers to design your school. We won’t be getting any award-winning architects to design it, because no one in this room is here to make architects richer.”

And according to the Guardian at the time:

“Design templates unveiled for 261 replacement school buildings also prohibit folding internal partitions to subdivide classrooms, roof terraces that can be used as play areas, glazed walls and translucent plastic roofs.”

The templates tell architects new schools should have:

“no curves or ‘faceted’ curves, corners should be square, ceilings should be left bare and buildings should be clad in nothing more expensive than render or metal panels above head height. As much repetition as possible should be used to keep costs down”.

In this case, there’s no question that these guidelines make a clear statement of intent as to the lack of importance the UK places on its vocational education.

 

Photos © Tristram Shepard

Little Missy Morgan: The Impossible Girl

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When we last met Sir Humphrey Appleby and Malcolm Tucker, Tucker had just got the part of Dr Who and had gone back in time to ensure Michael Gove never became Education Secretary in the first place. However Sir Humphrey had his concerns about the alternative post holder. We catch up with them 15 months later (in Earth Years).

Sir Humphrey: Ah Doctor, it’s been a long time. How are things?

Doctor Who: Well it’s been a very short time for me of course, and it’s jolly tiring travelling through time and space all the time I can tell you. You wouldn’t believe the jet-lag. And of course I never get to sleep or eat anything. What’s more I’m really busy at present trying to decide whether I’m good or bad.

It’s so strange to hear you talking without swearing all the time.

Yes, I had to go through this regeneration thing to make me more suitable for prime-time family audiences. Anyway, how are you getting on?

Oh dear, well, things seem to be going from bad to worse really. After you got rid of that dreadful Gove chappie we got this Morgan woman who seems to think she can say what she likes. She’s supposed to be Teacher’s Friend to raise morale amongst the profession, but quite frankly she hasn’t a clue. I’m starting to suspect she thinks she’s The Master in disguise. Whatever, she’s a quite impossible girl to deal with – and definitely a suitable case for treatment.

I mean to say, last week she was speaking at a launch of a campaign to promote STEM subjects and she said that a decade ago young people were told arts or humanities were useful for all kinds of jobs but that: ‘Of course, now we know that couldn’t be further from the truth’, thus implying that taking arts subjects now limits their career choices.

You wouldn’t believe the fuss and curfuffle that caused because all the teachers of the arts seemed to think she was saying that children who chose to study their subjects at GCSE would be ‘held back for the rest of their lives’, when what she actually said was: ‘figures show us that too many young people are making choices aged 15, which will hold them back for the rest of their life’, which of course is something entirely different.

We immediately got a spokesperson to explain that Ms Morgan “had not meant to advocate one over the other, but wanted to stress the importance of STEM”, but naturally no one believed us.

Meanwhile the real problem is that she thinks that all we need to do is recruit more students to take Science, Technology, Engineering and Maths courses and Britain will be Great again, but until we find a way of moving from teaching each subject separately and adopting an unappealing academic, theoretical approach all we are going to do is get more students dropping out. And of course what we really need is for everyone to study a balance of Arts and STEM subjects.

Hmm. Well here’s a thought. I have some experience with impossible women. Perhaps I should take her on as my new travelling companion? I could show her some real schools – just like the one where I pretended to be the caretaker. I thought I was rather good at that, and of course as a result I know everything there is to know about teaching and learning.

Ah, yes, that sounds like an excellent idea. Hmm. While you’re at it, she’ll need some sort of whimpering, male side-kick won’t she? Perhaps you could take Nick Glibb along as well? He’s no better than she is. Just as we were beginning to appease the more progressive teachers, along he comes and says traditional ‘chalk and talk’ is the best method, because that’s how they do it in China. He’s completely lost the plot – all he seems interested in is securing the votes of Daily Mail readers.

Minister tells schools to copy China – and ditch trendy teaching for ‘chalk and talk': Teachers speaking in front of a class ‘much more effective than independent learning’

And look, he’s at it again here:

Get textbooks back in class, schools are told: Minister says teachers must end reliance on worksheets and the internet during lessons

Obviously he’s not bothered to read Now this is what I call a textbook, otherwise he’d understand a bit more about the educational publishing business and that schools just can’t afford to buy class sets anymore. Maybe you could take him back to the 1950’s where he’d see that things weren’t better in the past? And preferably leave him there.

But if Morgan and Glibb still don’t get it after they’ve spent some time with you, perhaps you know of some alien race that could, err, exterminate them both?

 

This Adorable Post Will Melt Your Heart Away

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Now that’s what I call an adorable post…

Yes, in yet another pathetic attempt to increase the number of clicks on its site, All Change Please! has resorted to trying the latest technique in attention-seeking subject titles.

In a crowded twitter-sphere, the titles of article and blog post continue to become increasingly important. They have but a moment to grab a potential reader’s attention enough to make them click on the link and read further. One technique, as All Change Please! previously revealed in 200 Posts That Failed To Change The World, was to include a number in the title. Now if like All Change Please! you are a bit of a Tweeter, you might also have noticed the latest trend which is to provoke an emotional response with actual titles such as:

Sorry, But This Bulldog Puppy’s Attempt To Howl Might Make Your Heart Explode

This Adorable Bag Just Might Be The Best Carry On Bag Out There

Cutest little babies to make your day!

The 6 Most Haunted Places In America Will Terrify You

Cute little Mini Dachshund takes a little bath in a little sink

So All Change Please! has been wondering whether teachers should start to adopt this approach in the classroom? Perhaps if each lesson were given a suitable emotional engagement-grabbing title children would be more motivated to sit and listen? For example:

  • 3 terrifying chemicals that will slowly poison you to death
  • A simply awesome classic novel that will change your life forever
  • Quadratic equations that will restore your sense of balance
  • 6 things about child labour in Victorian times that will make you sweep
  • 10 strange French verb endings that will leave you speechless
  • 50 amazing push-ups that will take your breath away
  • Cutest little sable paintbrushes to colour in your day
  • 20 highly detailed geographical maps that will reduce you to tears
  • Adorable little gerbil dissected in biology will leave you feeling gutted
  • Brand new 3D laser cutter will tear you up inside

Or on second thoughts, perhaps not?

 

Image credit:  Flickr/nesster

 

Five Star!

Education secretaries may come and go, but All Change Please! goes on forever. Yes, exactly five years ago today, as All Change Please! hit the Publish button for the very first time, it was someone called Ed who was making a Balls up of education. And today, in our distopian post-Govian nightmare, it’s Teacher’s Friend Nicky Morgove and opposition spokesperson Tristram (no relation) Hunt who are carrying on the long tradition of knowing so much more about how to improve standards in schools than anyone else who has actually ever done any real teaching.

As is usual for this date each year, All Change Please! takes the opportunity to look back and wallow in the success of some of its most popular posts.

Top of the Posts for the last 12 months has to be One Small Step in which it dared to suggest that perhaps traditionalists and progressives should put away their differences and focus on communicating a more coherent and united message to its Daily Mail-reading armchair critics. ‘One Small Step’ was of course a follow-on to All Change Please!’s second most read (or at least most clicked-on) post: Daisy, Daisy.. in which it attempted to counter the myths regularly being de-bunked by traditional teachers by identifying some myths of its own.

Meanwhile on the comedy circuit, What Ho! Gove was a hit, a very palpable hit, along with PISA Takeaways and the Chandler-inspired Curriculum Noir: Who stole the Arts, not to mention There’s No Supporting Truss. And speaking of Ms Truss, did you see her hilarious stand-up routine at the Tory Party Conference? And to think, just a few months ago she was an education minister.

 

Along the way, All Change Please! managed to come up with a few good one-liners too, such as:

“Meanwhile outside on the school field someone was quietly stringing together a Daisy chain of academies”.

And while discussing the need for urgent debate on the future of On-line Computer Learning Systems:

“…or, as Timothy Leary didn’t put it in the 1960s: ‘Sit down, switch on and shut up!’

Or on the current debate about traditional and progressive teaching methods:

“At the end of the day/lesson, the debate should not really be focused on whether traditional teaching is any better or worse that so-called progressive teaching, but simply whether traditional and more progressive methods are being applied well or badly in the classroom.”

Then following the proposal that retired politicians, lawyers and bankers should be recruited as teachers:

 “Meanwhile All Change Please! would like to propose a parallel scheme in which recently retired teachers would be retrained as politicians, lawyers and bankers in attempt to sort out the complete mess the country is currently in.”

Or on the need for some magic to return to our classroom:

“As I drove, I found myself recalling the words of that great crime writer Raymond Chandler that somehow seemed to sum it all up:

Without magic, there is no art. Without art, there is no idealism. Without idealism, there is no integrity. Without integrity, there is nothing but production.”

Because that’s exactly what our schools have become – factories of mass produced memorisation of out-dated facts. What’s needed right now in education is a little bit of real magic and a lot less political sleight of hand.”

This is what Alas Schools and Journos! had to say about PISA statistics:

“But I thought the reason the Chinese and South Koreans did better than us was because they only put their cleverest children in for the test?

Exactly. That just goes to show how much smarter they are than us, doesn’t it?”

And here’s Bertie Wooster:

“You mean essays in Art are where you’d really draw the line, eh?”

What Ms Truss didn’t say out loud in her Policy exchange speech:

“This is just so much fun isn’t it? All I have to do is to speak these words out loud and it will all just happen as if by magic. Won’t it?

And a quiet moment of self-reflection:

“When it was young, all All Change Please! wanted to do was to change the world. And as it grew into middle age it still wanted to change the world, although it had decided that changing education would probably be enough to be getting on with for now. And now, as it eases into retirement and becomes ever closer to being no more than a long forgotten series of ones and zeros drifting blissfully unaware in The Cloud, it still has vague hopes that someone, somewhere is still reading its rants and raves.”

 

And finally, in response to The Gove Legacy… it seems there has been a reported sighting of Michael Gove. He obviously needs help, urgently…

 

Image credit: Flickr/Itdemaartinet

LearnFirst – TeachLater

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OperateFirst: a new six week course for aspiring brain surgeons?

You may have read or heard somewhere that to really master a skill you need to practise it for 10,000 hours. The source of this story goes back to an article published over 20 years ago and has been the inspiration for a number of books and further studies.

With the current obsession with Myth-busting, it’s perhaps not surprising that this is one of the myths that’s being challenged: The 10,000 Hour Rule Is Wrong and Perpetuates a Cruel Myth

At one level, the message of the original study – that anyone can master any skill given 10,000 hours – is of course inaccurate and misleading. But what is important to grasp that even if you have the interest and ability it will still take an awful lot of practise to become a master of your trade or profession. And we’re not just talking about in music or painting or sport, but in just about every area of life.

It’s worth applying this thought to teaching. Clearly there are many people who are quite unsuited to the classroom and even if they spent a lifetime, let alone 10,000 hours in a school, they would never become proficient at it. Fortunately however there are also many people who can teach. For the sake of argument, let’s suppose a teacher spends 42 weeks a year working for 50 hours a week – that’s 2,100 hours a year, which, if we follow the 1000 hours guidance suggests that for most teachers it’s going to take around five years before they are really on top of their game in the classroom. There will be exceptions of course, at both extremes, but generally that sounds about right.

So the notion that someone can undertake a six-week summer holiday course and then be successfully let loose on a class-full of children is highly suspect. We clearly need to see the process of becoming a professional teacher as a five-year experience, and that’s not including the years spent at university gaining a first-degree in an academic subject.

Knowing stuff is not the same as being able to teach it. Amongst many other things successful teaching requires adept classroom management and the acquired ability to engage and inspire children, plan effective lessons, set achievable targets for all and assess individual progress and achievement – and those are things that can easily take five years to master. A few newcomers might achieve quick results, but in most cases for a whole academic year their pupils are going to be deprived of the quality of teaching and learning they need and that parents rightfully expect.

There are many other professions where a similar ‘fast-track’ approach would be deemed totally unacceptable. And with that in mind, here are some suggestions to that effect from who else but Tony Wheeler:

“I suggest we urgently press for similar rapid entry courses for all Upper Second graduates in the following areas:
OperateFirst for brain surgeons
GlowFirst for nuclear power station managers
CrashFirst for pilots (with a 3 week short course for those flying helicopters military jets and all air traffic controllers)
BetFirst for bankers and financial advisers (with a subsidiary StealFirst short course for senior bankers and hedge find managers)
LieFirst for politicians (with a BullyFirst short course for cabinet ministers and CEOs)”

Meanwhile back in school, during those first five years new teachers need to be monitored and supported far more closely than they are at present. Over that time they also need to be regularly attending further professional development courses, reading widely on approaches to pedagogy and moving around between a number of schools, and perhaps undertaking some practical school-based research. At the end of the five years they should be rigorously assessed by an external agency and, if they have reached the required standard, achieve some form of Master Teacher status coupled with extra pay. Until then they should not be let loose on our children.

None of the above will ever happen of course, but All Change Please! just thought it should mention it, along with the following:

“The problem with teaching as a profession is that every single adult citizen of this country thinks that they know what teachers do. And they don’t. So they prescribe solutions, and they develop public policy, and they editorialize, and they politicize. And they don’t listen to those who do know. Those who could teach. The teacher.”  Sarah Blaine

And just to prove her point, if you’d like to swear at Tristram (no relation) Hunt, here’s your chance:

BBC News – Labour’s Hunt urges ‘Hippocratic oath’ for teachers

And if more proof is needed that ministers have absolutely no idea what they are talking about, this will really make you Nash your teeth!

Save money by using standardized lesson plans, says schools minister.

Image credit: Flickr/slimjim

Curriculum Noir II: The Gove Legacy

Screen Shot 2014-09-23 at 15.10.23In his All Change Please! Guest Post Curriculum Noir last May, Philip Marlowe recounted the story of how he had searched in vain for the Arts in schools, discovered they were now only available in the local PaintEasy, and pleaded for the Blob to somehow find a way to overcome the Mob, led by the notorious Big Mickey Gove. So what’s happened since? Marlowe picks up the story…

I remember the day it happened – who doesn’t? There we all were outside Number 10 expecting maybe one or two of Gove’s henchmen to be taken out, when all of a sudden a big black van marked ‘Toxic Waste – Please Dispose Of Carefully‘ drove up and suddenly Mickey Gove was gone. Most teachers just stood there in silence, not believing the news. But as the day wore on, incredulity gave way to singing and dancing and lots of other things that Gove would not have approved of. No-one knew where he’d gone, and even fewer cared.

Then just a few days ago there was a knock on my office door and a tall, elderly gentleman entered. I recognised him immediately. It was the notorious, well past his retire-by-date, Lieutenant Wilshaw of the Flying Ofsted Squad.

“Marlowe”, he said, “My apologies for this no-notice visit, but I’ll come straight to the point. I’m worried about Mickey Gove. It’s been two months now and no-one’s seen him since the day he was taken. He seems to have just disappeared off the face of the earth.”

I wasn’t really listening to what he was telling me. While I waited for him to engage my interest I tipped back on my chair and texted a message to my secretary whilst gazing out of the window, but my attempt at low-level disruptive behaviour didn’t seem to put him off. Even lighting a cigarette didn’t get a reaction. I got the distinct feeling he wanted me to call him Sir all the time, but I had no intention of doing so.

“I’m concerned he’s been brainwashed in some way and is just walking the streets trying to work out who he is, or rather was. I was wondering if you could maybe find him for me?”

I remained silent, wondering why I should agree to take on such a task.

“I’ll pay you of course” he said, anticipating my thoughts, “or even better I could speak to someone who would make you chairman of a large academy chain. Or perhaps you could open a free school, if that’s what you’d like?”

That sounded a lot more tempting, but I still wasn’t convinced.

“It’s just that ever since the start of the new term the teachers have become very confused.” he continued. “Without Gove dictating what should be taught and when and how, they don’t seem to know what to do next. And now there is nothing to fight for anymore they are just aimlessly walking around the school corridors like zombies.

“OK”, I said, reluctantly. “In that case I’ll see what I an do”.

“Thank you Mr Marlowe. That’s a satisfactory response. Good of you to help. Very good – in fact, outstanding. Use any special measures you need to. You must excuse my limited vocabulary – it comes with the job. Err – you will keep me fully updated, won’t you?”

I thought I’d begin by checking up on Delores Anass and find out how she was settling into the new term, and whether or not she’d turned into a zombie. Arriving at the school I walked passed the dance studio where Edward (AKA Sir Ken) Robinson was in full flow, giving another of his motivational lectures. Then I came to the IT suite where the ICT co-ordinator was desperately trying to learn two coding languages just in order to keep up with the kids. Meanwhile outside on the school field someone was quietly stringing together a Daisy chain of academies.

Delores was looking as stunning as ever – like she’d just stepped off the cover of a glossy school prospectus.  She could sure keep me in detention anytime she liked. But I could tell she wasn’t happy.

“I don’t know what to do about the new KS3 curriculum.” she said. “I’m trying to deliver it as required but the children don’t seem to have any idea what I’m talking about. It’s almost as if they just haven’t yet covered the much higher demands and expectations of KS2 in their Primary schools, so that makes it quite impossible. And as for these new GCSE grades, well they’re so much nonsense, aren’t they? It’s just replacing letters with numbers and adding a 9 to fool people into thinking somehow that makes it louder. Perhaps next time they’ll use colours instead – for example, you could have Green for ‘Pass’, Yellow for ‘Get Ready To Pass’ and Red for ‘Stop and Repeat’. That would be much better, wouldn’t it?”

I looked around and checked out the notorious art room sinks, but in this case they were gleaming white: this was clearly a clean sink school. On her desk I noticed a cracked, not-so-young Toby jug crammed full of bald paintbrushes. I wandered towards the art storeroom door, but noticed Delores suddenly seemed uneasy, as if she was trying to hide something.

“No, Marlowe, No.” she pleaded. “Please don’t go in there. It’s not safe. You might not like what you find. It’s – where I keep my whips, if you get my meaning.”

I wondered if this was a side of Dolores I didn’t know about, or whether she perhaps just had a penchant for Walnut Whips, but then I made the connection. I had my hunches about what, or rather who, might be in there, but I decided to let sleeping dogs lie. If that’s where Gove was, he couldn’t do any further harm.

Back at the office I rang Lt. Wilshaw. I told him I thought I’d found Gove and he was well out of harm’s way, but I was afraid I couldn’t reveal his whereabouts. Wilshaw sounded relieved, but still not happy – I guessed perhaps he’d really wanted to get to Gove himself so he could finish the job off properly. It could only happen in education.

The bell to signal the end of school for the day rang somewhere in my head and I decided it was time to head for home. Gove may be gone – for now at least – but there’s no doubt his legacy will live on for some time. It’s going to be a while before the Blob manage to take control of education again, and Big Mickey’s Mob are never going to be far behind. I wasn’t feeling human tonight, but at least I hadn’t turned into a zombie. Not yet, anyway.

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Lower image credit: Flickr/emiliano-iko

Design & Techknowledgy: revised GCSEs

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So what does the new draft D&T GCSE content add up to?

While the new draft GCSE content for Cooking and Nutrition was extensively covered in Thursday’s press, you could be forgiven for having missed the fact that the new draft content for the Design and Technology GCSE was published on the DfE site as well (along with Drama and Citizenship).

It remains to be seen whether the final content for D&T does follow this draft structure, and most importantly the eventual breadth and depth developed and packaged by the examination boards, but in the meantime it’s worth highlighting some of the major proposed changes.

1. There will be just one subject called Design and Technology, i.e. there will be no separate courses for Resistant Materials, Textiles, Electronic Products, etc. Food Technology will no longer exist as such and will be replaced by a separate non-D&T option called ‘Cooking and Nutrition’.

2. Students can elect to design and make a product in a series of ‘areas of interest’, which include fashion, interiors and furnishings, advertising and promotion, consumer electronics, leisure and mechanical systems.

3. In addition to knowledge and understanding relating to their chosen ‘area of interest’, all students will be expected to cover pliable and resistant materials, textiles, mechanics, programmable components and new materials.

4. A clear distinction has been made between ‘products’ and ‘prototypes’, with both being acceptable, provided they are ‘high quality’.

And elsewhere it has been reported that coursework will be reduced to 50% of the final assessment instead of 60%.

There are many positive things about this proposal, though largely in the sense of ‘Well it could have been a lot worse’. There are encouraging references to ‘the iterative design process of exploring, creating and evaluating’ (or ‘having, growing and proving’ as the Goldsmiths e-scape project described it some years ago). And there’s even a remit for student-developed briefs, ‘a creative approach’, ‘taking design-risks’, ‘sustainability’ and ‘collaborative discourse’ (though sadly not collaborative working). But it’s a pity there are no prompts for work in spatial or built environment design, and nothing to promote a deeper understanding and practice of ‘modelling’, which lies at the very heart of design.

Some implications of the draft are issues as to how the course will come to be delivered. Ideally perhaps schools will develop a team-teaching approach with students accessing former subject-specialist teachers and teaching areas as and when appropriate. But others, and probably the majority, will doubtless adopt a materials-based ‘theory’ circus, and/or assign students to work in a chosen ‘area of interest’ right from the start of year 10. Let’s face it…

Fashion = Textiles Technology
Advertising and promotion = Graphic Products
Furnishings, Mechanical systems and Leisure = Resistant Materials
Consumer electronics = Electronic Products

Which just leaves the problem of how to deliver a more broadly-based theory course, unless textile teachers are going to be willing to cover mechanics, and electronics teachers are happy to deal with fibres and fabrics.

Meanwhile the increase in the knowledge-based ‘written paper’ to 50%, although not unexpected (and could have been even higher), continues to defeat the whole point of studying D&T. Every D&T teacher tells stories of students who are excellent designers but fail the examination because of the difficulties they find with the written papers, and similarly of students with minimal practical capability in D&T who get high grades simply as a result of being good a formal exam technique.

There remains the age-old problem of the statement that:

“The word ‘product’ is understood throughout to be a generic term for all 3D final outcomes of design practice including systems and objects. “

Beyond the fact that this understanding is somewhat out-dated in design these days, it presents issues in the advertising and promotion area for the production of promotional 2D graphic work, and in particular ‘digital promotion’, which presumably involves websites and video?

Although the distinction between ‘products’ and ‘prototypes’ is helpful, it still needs further consideration. It should perhaps read: ‘Final proposals should be presented in such a form as to effectively communicate your design ideas to a client, user, manufacturer or financial investor.’ Or even better still: ‘Final proposals for design ideas should be uploaded to Kickstarter in order to obtain feedback and potential funding for further development’.

But, to be realistic, the statement that students are required to ‘demonstrate the ability to:

• design and develop innovative, functional, aesthetic and marketable products that respond to needs and are fit for purpose’

is somewhat ambitious to say the least, because if they can succeed at doing so in their GCSEs they would be achieving what most teams of professional product designers fail to do in a lifetime! How about ‘demonstrate they have the potential capability to…’ instead?

And going back to the proposed ‘areas of interest’, this article suggests that opportunities have been missed to really drag the subject into the 21st Century by following the suggestions made for categories for future professional design disciplines, listed as:

• The Design Coder
• The Design Entrepreneur
• The Hybrid Design Researcher
• The Business Designer
• The Social Innovator

Or even:
Sustainable design pioneer

But there’s one statement that really can’t be forgiven, it’s:

“The types and properties of the following natural and man-made materials:“

Yes, you read that correctly: MAN-made materials. What is this, the 1970’s? Synthetic, manufactured or just made materials, please. Or, following the ‘less is more’ design principle, how about just ‘…the following materials’?

Whatever happened to Food Technology?

While the new GCSE in Cooking and Nutrition can only be welcomed, it must be regretted that Food Technology appears to have been dismissed from Office. Far from being toxic, overall it was the D&T GCSE that probably achieved the highest, most rigorous standards and the only one that really succeeded in delivering practical work in school alongside a real understanding of the issues of scaling up a ‘one-off’ into a batch or mass-produced product. And while the future demand for 3D product designers is at best modest, there will continue to be a substantial need for expertise in the extensive UK food industry. The proposed new course can only be described as ‘dumbed down’, a phrase an enthusiastic Nick Glibb strangely omitted to use. All Change Please! therefore hopes that some form of higher-level GCSE Food Technology course, either within or outside the D&T framework, will be re-considered.

And at the same time however, it seems only reasonable that similar courses in Woodwork, Metalwork and Needlework should be re-introduced to compliment Cooking. After all, the next generation of young men and women who fail their more academically-demanding GCSEs are going to need to be able to do something useful during their long hours of future unemployment, aren’t they?

Consultation

Details of how to make your views known can be found on the DATA website.

Image credit: Flickr/Josef Stuefer

One giant leap?

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If All Change Please!‘s recent One small step post suggested that the way forward for education was to try to get traditional and progressive teachers to try and come to a better understanding of what each are doing, then what would One giant leap for Schoolkind be like?

Well, it might not surprise you to learn that All Change Please! regular Tony Wheeler has some suggestions…

“I’m sorry to be the pouty one throwing my toys out of the playpen, and I really do want progressives and traditionalists to get closer together, but having spent the last 30 years pussy-footing around, tactfully making the connections and emphasising the similarities (in order to make progressive more palatable for traditionalists), all that happens is active/progressive/project-based teaching and learning gets more deeply compromised, misrepresented and sidelined.

The truth is that while it may be possible to identify some bits of evidence in some bits of lessons that look a bit similar, progressive and traditional both start from such utterly different intentions that unless you have felt/experienced/participated/enjoyed both, it is really really difficult to make meaningful comparisons.

As I do, most educators seem to value most what has worked for them, and this is the real problem. Everyone’s had good, bad and mostly mediocre experiences of traditional fact-based chalk-n-talk. Despite what Daisy, Gove, Toby and the Campaign For Real Education would have the media believe it’s still what kids get for well over 90% of the time in schools.  In contrast, at the same time well over 90% of people have never ever seen, let alone participated in effective, purposeful, contextualised active learning.

If I were managing a school (perish the thought!) I would want to work with a team that wanted to (amongst other things):

  • give young people as well as teachers, real power to participate in the design of new approaches to teaching and learning
  • stop using subjects as the key components of curriculum and attempt to replace them with something more like ‘teaching’ (not learning) styles to ensure a breadth of experience
  • talk about metacognition as being important for pupils and doubly important for teachers. I would negotiate a process involving pupils and colleagues to help all teachers contemplate and review their own strengths and weaknesses as educators
  • encourage all teachers to prepare and maintain a dynamic personal teaching and learning statement (i.e. ‘I think education is important because…’, ‘The role of our school is…’, ‘The capabilities/approaches I bring are…’, etc.) which they share and build into collective dialogues with learning teams
  • replace timetabling as a mechanistic process to manage resources/subjects completed by an administrator with a process to choreograph individual pupil’s daily learning experiences managed by experts in pedagogy.
  • ensure all children have equal access to ‘purposeful active’ and ‘knowledge transfer’ styles of teaching. As they progress through the system they can opt to specialise in one or other but they will always need some of both.
  • manage the range of style and expertise so as not force staff to teach/interact in ways they are unhappy to take on
  • as a community search for the similarities/links/connections across subjects and negotiate purposeful activities around these supported by appropriate knowledge transfer.
  • group students by interest, experience and capability, rather than age, ability or gender
  • encourage the local community (and teachers) to participate as learners, trading time/skills for learning participation
  • evidence progress using structured dynamic portfolios, building towards external individual presentation beyond school
  • accredit through international collective comparative judgements
  • agree more equitable and appropriate measures by which to report school effectiveness (i.e. emotional index, elective participation, community impact, range of destinations)

In the wasteland of the last 20 years of government tinkering and media misrepresenting, this would of course pose a significant CPD challenge and require a multi-million pound marketing budget to convince potential parents. But if we really want to create an education system fit for the 21st century, that’s what’s going to be needed.

In the meanwhile, maybe something we could do as a start is to identify, profile and champion compelling isolated exemplars of active learning and begin to devise possible strategies for scaling up across the whole curriculum and all schools.”

So, if you were managing a school, where would you start? Or perhaps you already are, and have done?

 

Image credit: Flickr aloha75

One small step

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If teachers can’t agree on what schools of the future should be like, someone else is going to decide for them

In All Change Please!‘s recent “You Say Right and I Say Left, Oh No…” post, it concluded by suggesting:

“At the end of the day/lesson, the debate should not really be focused on whether traditional teaching is any better or worse that so-called progressive teaching, but simply whether traditional and more progressive methods are being applied well or badly in the classroom.”

This sentence was picked up and re-tweeted a number of times, so to extend this thought, here are some extreme examples of good and bad traditional and progressive approaches to lessons that All Change Please! has at some point had the fortune, or misfortune, to observe. Although they didn’t all occur in the same school at the same time, they are things that actually happened in real lessons.

A ’traditional’ teacher is sitting at his desk at the front of the class. He addresses the class, who have learnt to sit still and face the front in fear of being individually demeaned by the teacher’s penchant for sarcasm or informing them they are both stupid and failures. After pouring his considerable knowledge into the empty vessels before him, he writes some notes on the whiteboard (while still lamenting the removal of his blackboard) and tells the students to make some notes about what he has just said, which they do, in silence. He then asks a question and the children slowly begin to put their hands up, cautiously responding to his ‘Guess what I’m thinking’ game. Eventually he reveals the correct answer which, they are informed, is the one they will need to give in their final examination. Without variation, this approach continues to the end of the lesson, and homework – to ‘read the next chapter of the textbook for a test next period’ is set.

In an adjoining classroom is another ‘traditional’ teacher, standing at the front of a class. She has smilingly welcomed the students in and starts by re-capping the last lesson with them. A number of keywords have been written on the board, which are particularly checked for recall and understanding. By using more open-ended question and answers she is able to judge how much knowledge has been retained, and by whom. While she challenges those who have obviously not been listening or have not completed the set homework, she is positive and encouraging, and clearly has a good rapport with the class. Her explanation of the lesson content is enlivened by a PowerPoint presentation that highlights the key points with some strong, memorable images. She uses analogies and metaphors to help the students relate the concepts she is explaining to situations they will be more familiar with, and tellingly she draws on her own experiences of life outside school. During the lesson, the children are asked to briefly discuss an issue, either with a partner or in a small group, before making their own notes. To keep the pace of the lesson moving, there is a strict time-limit imposed. At the end of the lesson there’s a re-cap, as at the start, and she explains how today’s lesson has informed the next. Clear learning objectives have been set, and met. She sets the homework which is to study the next chapter and compare its content and presentation with a given web page on the same topic, ready to present during this next lesson.

Meanwhile in another part of the school a ‘progressive’ teacher is working with a class who are mid-way through a term-long project. They are working in groups. At the start of the lesson the teacher told them to get on with their work, and she is now circulating, becoming absorbed in sorting out in each group’s projects and problems one at a time. The rest of the class sit are round chatting and have little idea what they are supposed to be doing, and find working together difficult. They have done some research, mainly printing out pages from Wikipedia. Some students have decided what they are going to do, while others are still unsure, or claim they have finished. The teacher has no idea as to the extent and level of the problem-solving skills they have already developed in previous work, and as a result few children manage to extend their capabilities. During the lesson the teacher makes no whole-class input, or seeks to break-up the long double-lesson time. The room is noisy, with some minor instances of misbehaviour occurring, which the teacher ignores. The bell rings and the children dash off to their next lesson.

But next door, it’s a different story. Another ‘progressive’ teacher, working with a different class on the same project topic has started the lesson with a class review of progress to date from each group. He introduces some new content that he wants the class to consider and incorporate during the first part of the lesson, which they do while he goes round and quickly checks what each child has done for homework. He then asks the class to break off from their on-going work to reflect on how well their group is working and to establish some clear targets for the next fortnight. One group learns that one of their members is likely to be off sick for some time, so they re-allocate their roles amongst themselves accordingly. Back on their project, everyone is working and there is a busy, lively, purposeful atmosphere. Many of the children are talking, but the conversation is about their work. The teacher is circulating, but generally observing rather than directing, and being available as and when needed. Well before the end of the lesson the teacher stops everyone working and sets an individual research task, informing the class that simply printing off a page from Wikipedia will not be acceptable, and that they need to consult a variety of sources, evaluate the reliability of each and state their own conclusion. At the end of the lesson he asks one group to share an account of their progress with the whole class and uses what they say to ask some searching questions and highlight both positive achievements and where greater application is needed if they are to progress further.

In both the successful traditional and progressive teachers’ classes, there are some children who clearly shine and prefer either the more knowledge-based or more process/skill-based approach. What’s important is that children get the chance to experience both types of teaching and learning, and that they are properly supported in the approach they feel least comfortable with.

Meanwhile a striking feature of the two ‘good’ lesson examples is that they are not actually that different. As the new ‘academic’ (as opposed to practical?) year gets underway, isn’t it about time we stopped arguing amongst ourselves about whether traditional or modern educational methods are best, and start to develop a broader, more consensual approach to teaching and learning? We need to take the best of both approaches, and not be afraid to mix them up and make them nice. And in reality of course that’s what already happening in a lot of schools.

Meanwhile teachers are certainly are going to need to be singing from the same song-sheet if they are to successfully rise to the real challenge of the next few years and ensure that low-cost, second-rate, multiple-choice assessed computer-based teaching and learning systems do not become accepted as an adequate substitute for the real thing.

Why replacing teachers with automated education lacks imagination

or, as Timothy Leary didn’t put it in the 1960s:

‘Sit down, switch on and shut up!’

 

Image credit: Flickr/bsfinhull