viernes, 31 de octubre de 2014

Sorprendentemente, hay cosas que pueden ser tradicionales y buenas

Schools need to put more effort into evaluating what makes effective teaching, and ensure that discredited practices are rooted out from classrooms, according to a new study published by the Sutton Trust and Durham University.

The study suggests that some schools and teachers continue using methods that cause little or no improvement in student progress, and instead rely on anecdotal evidence to back fashionable techniques such as “discovery learning,” where pupils are meant to uncover key ideas for themselves, or “learning styles,” which claims children can be divided into those who learn best through sight, sound or movement.

Instead, more traditional styles that reward effort, use class time efficiently and insist on clear rules to manage pupil behaviour, are more likely to succeed, according to the report – touching on a raw nerve within the British teaching profession, which has seen vigorous debates between “progressive” and “traditional” best practice.

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Instead, the best research suggests that teachers with a command of their subject, allied with high-quality instruction techniques such as effective questioning and assessment, are the most likely to impart the best learning to their pupils.

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