‘There is something about the Procrustean bed about schools; some children are left disabled by being hacked about to fit the curriculum; some are stretched to take up the available space, others less malleable are labeled as having special educational needs.’ (C. Bowring-Carr and J. Burnham West)
I mentioned the above quotation in a blog post way back in 2006. I was concerned then about the various ‘agendas’ in education, and that’s even more the case today. The ‘personalising learning’ agenda is supposed to be about tailoring educational experiences to each and every child yet, in 2009, we still have classes of 30 or more children with one teacher standing in front of them. The focus seems to have moved onto technology as some type of ‘saviour’. In that respect, it’s sad to see Virtual Learning Environments (VLEs), compulsory in English schools since the beginning of this academic year, being used simply as file repositories.
Whilst some schools may talk about ‘appropriate’ or ‘accelerated’ entry, it’s difficult to see how this is in the best interests of students. In most cases it’s a strategy for schools to squeeze as many exam passes from their students as possible: whilst those studying the highest level of exams have extra lessons in those subjects, those at the other end of the spectrum are re-taking basic examinations until they pass them. It’s hard to see how this completely examination-focused approach is ‘personalisation’ in any important, meaningful sense.
What is needed is a complete rethink – of the curriculum (based on competencies?), of learning spaces (like any of these Futurelab suggestions?), of the structure of the school day, of staff/students ratios and relationships, of the nature of ‘schooling’ and education in the 21st century.
What do YOU think? Is ‘personalisation’ working in YOUR school?
(image taken from this university course page – assumed fair use)
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