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Some reflections after the @vnetcic session with @MaryMyatt on curriculum and evidence today - Thread. 1/n
Learning can be understood as a change in long term memory. However, children's (people's) internal mental states are naturally sort of unknowable & we can only see them through a glass darkly... But! We do have to try, and there are some very practical ways of doing so: 2/
mainly talking (or even better, listening in on their talk) and triangulating with other outcomes like work/ low stakes quizzing. There is a tension which arises between assessment for learning and assessment for accountability because as teachers we have to try to quantify 3/n
something which we can only have a hazy idea of. That's a naturally difficult task, and one way of denying the difficulty is to focus on an easier one - ticking off objectives or levelling children on a grid or what have you. The EIF's move away from internal 'data' 4/n
is tremendously freeing because it gives the opportunity for schools to instead establish a rich culture of talking about their learning. The accountability can come through that - you might have a format where pupil progress meetings become "tell me about Sara''s learning in 5/n
History; can you talk through someone who is finding this harder? I noticed that Deivid was unsure of this, does that tally with what you have seen?" - in other words leaning into the softness of that data rather than trying to find (false) hard edges. 6/6
