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  • Learning styles are an urban myth

    Learning styles are an urban myth

    Howard Gardner’s Theory of Multiple Intelligences, which claims that individuals possess distinct types of intelligence—such as linguistic, spatial, and interpersonal—has enjoyed widespread acceptance in education. However, the theory’s popularity has overshadowed its lack of empirical support.

    Kinaesthetic learning style? It’s not a thing.

    The Learning Styles myth, born out of Gardner’s theory, suggests that categorizing students as ‘visual’ or ‘kinesthetic’ learners enhances education. Yet, studies have debunked this approach, revealing no consistent improvements in learning outcomes. One very reputable study was published by the APA in 2019 and yet the myth lives on.

    This disconnect between theory and data raises concerns about the billions of dollars invested in educational programs that rely on these unsupported ideas.

    In short, Gardner’s theory has captivated imaginations, but lacks the rigorous scientific foundation necessary for it to be included in modern educational practices.

  • Teachers are professionals

    Teachers are professionals

    The previous post stated that teachers are professionals. But what does that mean?

    Teachers should be considered professionals, because they bring significant expertise, ethical responsibility, and commitment to their role. At the heart of teaching is a profound level of knowledge and competence. Teachers are not merely conveyors of information; they are skilled educators who understand pedagogy, curriculum design, and child development. They tailor their approaches to meet diverse student needs, adapting to newly published educational research. This expertise parallels the mastery seen in other professions like law or medicine, where ongoing learning is essential to remain effective.

    Ethical conduct is a cornerstone of professionalism in teaching. Teachers are entrusted with the welfare and development of young people, a responsibility that requires unwavering integrity, fairness, and dedication. They navigate ethical situations almost every day, from maintaining confidentiality to ensuring that all students and their parents are treated fairly.

    Reliability and accountability are integral to the teaching profession. Teachers are an educational system’s skeleton, consistently delivering high-quality learning experiences despite mundane challenges. They are accountable not only for their students’ academic progress but also, in part, for their social and emotional development. These responsibilities demand a level of dedication that goes beyond the classroom, for lesson planning, grading, and professional development.

    Teachers have excellent communication and interpersonal skills, both essential traits of any professional. They effectively communicate complex ideas, encourage open, frank and honest communication, and build positive relationships with students, parents, and colleagues.

    So there it is, teachers demonstrate all the qualities that define a professional. Their expertise, ethical standards, reliability, and commitment to continuous improvement places them firmly in the category of a professional. Recognizing teachers as professionals is not just a matter of respect; it is an acknowledgment of the important role they play in shaping society’s future.

  • Teaching is a profession, not a trade

    Teaching is a profession, not a trade

    The notion that teaching is merely a trade, best learned through an apprenticeship model, fundamentally misunderstands the essence of the profession.

    Teaching is not just about mastering classroom management or following a prescribed curriculum—it’s about fostering critical thinking, inspiring curiosity, and shaping future citizens. Reducing the preparation of teachers to an apprenticeship undercuts the complexity and intellectual rigor required to be a true educator.

    Teaching is a profession, not a trade. Like doctors, lawyers, or engineers, teachers require a deep understanding of theory, research, and pedagogy, which forms the foundation of their practice. Colleges of education exist to provide this essential grounding, offering teachers not just practical tools but also the theoretical insights necessary to adapt, innovate, and respond to the ever-changing educational landscape.

    The proposal to replace formal education with apprenticeships might seem appealing in its simplicity, but it dangerously devalues the role of academic study in teacher preparation. Learning how to manage a classroom is critical, but without a solid grasp of child development, educational psychology, and social foundations, teachers are ill-equipped to meet the diverse needs of their students. These are not just “interesting” topics; they are the bedrock of effective teaching.

    Furthermore, the suggestion that current teachers should take on the primary role of training new educators ignores the reality of the profession today. Teachers are already overburdened, underpaid, and undervalued. Asking them to shoulder the additional responsibility of training apprentices without significant compensation or support is unrealistic and unsustainable. If we want to keep great teachers in the classroom, we need to pay them and treat them as the professionals they are.

    The push towards merit-based pay and apprenticeships might sound like innovative solutions, but they risk turning teaching into a mechanized, deprofessionalized occupation. We must remember that teaching is not just about delivering content—it’s about shaping minds, guiding emotional development, and nurturing the next generation of thinkers and leaders. This requires a level of expertise and intellectual engagement that cannot be achieved through apprenticeship alone. If we truly want to elevate the profession, we need to invest in teachers’ education, pay them what they are worth, and respect them as the professionals they are.

  • IB introduces new exam rules to prevent time zone cheating

    IB introduces new exam rules to prevent time zone cheating

    The International Baccalaureate (IB) has announced new measures to combat time zone cheating, set to be implemented for the November 2024 exams. These changes follow incidents during the May exam series, where students exploited time differences to share exam questions online.

    Key measures include adjusting exam start times for certain schools to prevent students in earlier time zones from sharing content with those in later zones. Additionally, a minimum supervision period of two hours will be enforced for all exams, even if the exam itself is shorter.

    Schools will also be required to clear the memories of all calculators after exams to maintain academic integrity. The IB encourages the use of technology but emphasizes the need for strict controls.

    Despite these incidents, the IB stated that there was no evidence of widespread cheating, with only a few students involved. The Mathematics: Analysis and Approaches at Higher Level exam was a particular concern, with some students sharing content online before exams started in Western Europe. The IB warned that students caught cheating risk severe penalties, including receiving no marks or being banned from resitting exams.

  • Free coffee and cookies for teachers

    Free coffee and cookies for teachers

    The IB commissioned Oxford University’s Wellbeing Research Centre to review research on teacher wellbeing. The resulting report, Wellbeing for Schoolteachers, presents a framework to help schools understand and enhance teacher wellbeing, which is crucial for both educators’ and students’ success. The review emphasizes that teacher wellbeing significantly affects student outcomes and advocates for prioritizing it to improve the overall school environment. Dr. Laura Taylor highlights the importance of investing in teachers’ wellbeing to foster a positive impact on the entire educational system. Link

    So in a groundbreaking revelation that nobody saw coming, it turns out that happy teachers create successful students—who knew? To combat teacher burnout, let’s serve up unlimited coffee and oatmeal raisin cookies (the true breakfast of champions), install cushy armchairs for post-lunch siestas, and offer dartboards labeled “Grading” for some cathartic relief. Meanwhile, technology should assist rather than annihilate, so let’s tame those rebellious photocopiers and temperamental online attendance registers. And let’s not forget the essentials: verdant pot plants, tranquil fishtanks in every classroom, and school administrators forced to greet everyone with a genuine smile and a heartfelt “Good morning!” daily. All because research shows that ‘…teacher wellbeing significantly affects student outcomes.’

  • The interesting idea of many intelligences

    The interesting idea of many intelligences

    Ah, Howard Gardner’s theory of multiple intelligences. The idea that we possess a plethora of distinct types of intelligence sounds enticing, doesn’t it? Finally, a framework where everyone gets a gold star and nobody feels left out. It’s an egalitarian’s dream come true—except for one minor detail: there’s absolutely no empirical evidence to support it. Yes, Gardner’s theory remains as scientifically unsubstantiated as any claim spewed from the mouth of Donald Trump when he starts referencing statistics.

    What an interesting idea. Let’s call it a theory. Ah, same thing.

    The theory’s appeal is obvious. It provides an easy way to flatter ourselves and our children, assuring us that even if little Johnny can’t solve a math problem, he’s still a genius at kinesthetic intelligence because he can kick a soccer ball. Or perhaps Sally’s tendency to sing off-key isn’t a lack of musical talent but a manifestation of her naturalistic intelligence, best appreciated when she’s talking to plants.

    However, let’s not kid ourselves. Gardner’s theory, while entertaining and popular in educational circles, stands on shaky ground. It lacks the rigorous testing and validation that real science demands. The multiple intelligences framework has been scrutinized by psychologists and education experts alike, only to reveal a glaring absence of empirical support. The data just doesn’t back it up.

    In reality, clinging to such an untested hypothesis does little more than propagate the myth that everyone can be an expert in their own special way without putting in the hard work and critical thinking required by true intellectual pursuits. Gardner’s theory might make us feel good, but without solid evidence, it’s just another comforting illusion—no more credible than a fantastical claim from a former reality TV star turned politician.

  • Making mistakes in the classroom

    Making mistakes in the classroom

    New research points to the practical importance of a positive error climate in the classroom

    It’s OK to make mistakes.

    My primary school teacher used to say often, ‘it’s OK to make mistakes as long as we learn from them’.

    https://www.bps.org.uk/research-digest/making-mistakes-easy-aids-teacher-student-relationship

  • Attendance

    Attendance

    Why do some students in the same classes have very high attendance and others have very low attendance?

    Here’s a glimpse into New Zealand’s school attendance issue.

  • A paradigm shift in US education?

    A paradigm shift in US education?

    According to Robert Kelty*, “Shortcomings in traditional education systems were evident before the pandemic, which further revealed the impacts of academic stress and a narrow focus on memorization. Reports worldwide sounded the alarm that depression, chronic absenteeism and disengagement among students soared during and after the pandemic. Academic achievement plummeted on state assessments and NAEP scores, particularly for our most disadvantaged students.”

    Click on the link to read the rest of this opinion piece.

    *Robert Kelty is the IBO’s head of development, outreach and government relations for North America.

  • Poor kids, rich kids

    Poor kids, rich kids

    Studying the IB Diploma can overcome the disadvantage of being poor.

    Most people associated with education research ‘know’ that socio-economic status is a strong predictor of educational/academic achievement. In short, kids from rich families do better at school (and university) than kids from poor families. Rich parents have successful students. So, imagine reading this… ‘School students who opt for the International Baccalaureate over a traditional leaving certificate are almost 100 per cent certain to be offered a place at university and, once there, achieve higher marks and are far less likely to drop out, new research has found.

    ‘Against a backdrop of one in five first-year students dropping out, every single IB graduate went on to second year and then to graduate from their course.

    ‘Significantly, students from poor families did as well at university as those from rich backgrounds, a trend that is not observed in the general population, lead author Kylie Hillman from the Australian Council of Educational Research said.

    ‘“It was the dedication, teachers, and building a really comprehensive understanding of my subjects that informed not only my approach to university but also how I work as a legal practitioner,” Ms Werneburg said.’

    Here’s a link to the full article.