Re-thinking Pedagogy

We are all familiar with the clarion calls for a radical re-think of primary or elementary school learning. Whether we are urged by Sir Ken Robinson’s challenge to embrace creativity or provoked by the Cambridge Primary Review’s research in to how young children learn in schools, many of us involved in leading young learners are keenly aware that what we have always done can carry on no longer. We must re-think our curriculum, remove the prescription of bureaucratic missives, set it free to be the vehicle for 21st century learning and the means by which we empower independent learners.

All hearty rhetoric, but the pragmatists amongst us cannot help wondering what learning would look like if we did respond to these demands for a radical re-think of our approach to learning.

In this series of three posts, featuring a 25 minute film made by the National College for its primary capital programme, I explore our journey towards a truly personalised, 21st century curriculum.

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5 thoughts on “Re-thinking Pedagogy

  1. Very interesting, Neil. I’m a governor heading up the Curriculum Working Party of a small rural primary. I’ve read loads over the last few months about pedagogical changes we might make, but I stumble every time it gets to the inevitable ‘so how do we actually do that in the real world?’ response of experienced teachers. All and any ammunition gratefully received!

  2. Thanks Mark. As a profession we are often keen to innovate but not sure about the way forward or the first steps to take. In this series I will be showing how we have taken those steps, the planning structures that we have used and the raison d’etre underpinning it all. I hope you find it all useful.

    Thanks too for the typo nudge… the dangers of blogging from an iPhone with its confounded auto-completion!

  3. Inspiring stuff. Love the co learning with parents is that just in EYFS or throughout school? Would love to know more about the negotiated learning sheets they were using .. how they work and related planning.

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