Knowledge Management: From Sparks to Wildfire; Education’s first Route Maps

By divine providence, yesterday’s education conference #rEdRugby19 flagged up the important, and grossly underreported, work being done on Knowledge Management in education. This interlude on yesterday's education conference in Rugby builds on Knowledge Management: What business can offer education in the year of the Platypus. Although I stand by my comments that education is decades behind... Continue Reading →

“Don’t worry, Dad… Now I can teach you maths!” – The success of the Gender Gap SSIF

I had no doubts the Sheringham SSIF project would succeed when I signed up in 2017. But only when Robert Brewster presented me with the final analysis did I realise just how astounding that success really was. In the excitement of my current forays into the realm of Knowledge Management, Participatory Budgeting and Character Education,... Continue Reading →

Knowledge Management: What business can offer education in the year of the Platypus

When it comes to knowledge and knowledge production, the education sector outguns Big Data and all traditional industries, combined. Here is a call for us to take ownership of that fact. Enter Knowledge Management. This week, I attended the ARK Group’s annual Knowledge Management Summit in London, eagerly attended by some of the largest corporations... Continue Reading →

Participatory Budgeting in Schools#8: Miss Jones gets education into character at CurriculumEd2019.

Know your Value: An introduction to what I found to be the most impactful session of Saturday's wonderful event. And given that the list of speakers included Sean Harford, Christine Counsell and Clare Sealy, that does say something for Miss Hollie Jones, Lead for SMSC and Character Education at Joseph Leckie Academy. Building restraint -... Continue Reading →

Defibrillating your Schemata: The most important thing this delegate learned at #CurriculumEd2019.

If unsure where to begin, start with Clare Sealy. Her lucid presentation on schemata is probably the best way to organise the sensory and cognitive overload of yesterday’s sun-blessed #CurriculumEd2019: In my case, experiential knowledge.... read on. Whether the organisers’ genuine commitment filtered through to every corner of the site or 800-years-plus of intellectual and... Continue Reading →

Participatory Budgeting in Schools#7: In the bright light of Rosenshine

Something as true-to-life as Participatory Budgeting in schools will invariably need to include some Project-Based Learning components across multiple work-groups simultaneously - So, how does that measure up to Barak Rosenshine's principles of instruction? The task for the mixed group of delegates on 20 May was to understand Participatory Budgeting as a concept to combine... Continue Reading →

Participatory Budgeting in Schools#6: “Participatory-Project-Learning-Thingie…?” – The counter-kerfuffle

For reasons outlined in the previous post on the shortcomings of EduTwitter, I am convinced that only by meeting in the controlled and safe environment of a Co-creative Conversation can antagonists successfully meet across the troubled waters of the education debate. [ 1-minute read ] With this in mind, Shared Future and I were quite... Continue Reading →

Does the grass need to be flattened?

An interlude: I never reblog, but I cannot myself present a more timely and compelling argument for Co-Creative Conversation than @GroundEd has done here. “Maybe what we need to display more of is compassion. We need to change our mindset about right/wrong, black/white and open ourselves up to the grey.” Never has grey seemed so colourful. Thank you.

#GroundEd

These bastards stole their power from the victims of the Us v.
Them years, wrecking all things virtuous and true.
The undermining social democratic downhill slide into abysmal
Lost lamb off the precipice into the trickle down runoff pool.

Ignoreland – R.E.M.

As the OGAT scandal rumbles on through the twittersphere, polarising debate from the #ZeroTolerance lovers and haters, it would seem that we are in the midst of yet another round of Us v Them debates.  The unwillingness to debate the actual issues, whether through ideological or other lenses, seems to just make it acceptable to sneer from whatever side of the debate you sit.

However is this indicative of the greater issues in English education right now?  Are we being pre-programmed to sit on a particular side of a debate; “Whoever is not with Me is against Me, and whoever does not gather with Me scatters” as Jesus reportedly…

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