In my work with teachers in curriculum and pedagogy over the years, I have noticed that several misconceptions about our Australian Curriculum: Science continue to be raised.
These misconceptions include:
The Science understanding strand is the only strand that should be planned for, taught, and assessed
Content elaborations must be taught and assessed
Each content description should be taught as a unit across a whole term
The curriculum is the only thing that should be taught
The goal of the curriculum is to prepare students for senior secondary science classes
Each of these statements is not correct! So what is? Let’s see what’s true.
Read MoreWhen policy discourse and leadership conversations are framed around those who “can’t,” “won’t,” or “don’t” make decisions to the satisfaction of others, the predictable response is to take away that decision-making agency by prescribing pedagogical practices to them (or to implement a program that impacts on pedagogical practices in a predictable way). Ultimately, these attempts to control the decisions of mediocre teachers reduce the agency of other teachers to make decisions, too.
Read MoreHave fun, participate in discussions, share your ideas, and challenge (respectfully) the ideas of others. But most importantly, ask the critical questions of who is speaking (and ask about who is not), question speakers about what they’re claiming and the basis for those claims, look at how the narrative of the conference portrays and constructs education in Australia. Try to uncover who’s paying and what they’re paying for.
Read MoreIn this post, I worry that an emphasis on evidence-based practice would lead to prescribed practice, which would narrow teachers’ opportunities and options for making their own decisions about practice. I will discuss the role of a teacher, and the purpose of education. Next, I will discuss the role of cultural and instrumental research, and suggest that education research holds a unique role for informing education practice. I will take a closer look at what ‘evidence’ is, what forms of data are collected, and some of the limitations of evidence. Finally, I will look at the other sources of information teachers can use to make decisions, caution against taking evidence at face value, and plead for the time, space, and access to research that teachers require to make decisions.
Read More