Did You Hear the One About the Kinaesthetic Learner…?

Learning styles is a typical urban legend which undermines teaching and learning but which teachers adhere to with little or no evidence Paul A. Kirschner & Carl Hendrick slay a few dragons

Did you hear the one about the little old lady (why is it always a little old lady?) who after walking her toy poodle in the rain wanted to dry it quickly? She put the poodle in the microwave – it used to be the clothes drier – and cooked it?

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#38749"
  ["title"]=>
  string(24) "Debating Learning Styles"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(53) "https://www.teachingtimes.com/debatinglearningstyles/"
  ["post_date_timestamp"]=>
  int(1298643280)
  ["objectID"]=>
  string(12) "post-38749-3"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(77) "Barbara Prashnig responds to a recent review about learning styles. "
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(412) "... using learningstyles?’ can only be answered with a resounding “Yes!”because we have the evidence. Knowledge and applicationof the ‘Diversity Concept’ as I also call learning styles, iscapable of raising the quality of teaching and learning, butmost importantly, it gives hope and new learning abilitiesto students previously termed learning disabled ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(33) "Debating Learning Styles"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(8) "learning"
        [1]=>
        string(6) "styles"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(77) "Barbara Prashnig responds to a recent review about learning styles. "
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(8) "learning"
        [1]=>
        string(6) "styles"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5351) "whenlearning is difficult for them.Contrary to the description inthe team’s findings that an analysis of 30 inspection reportsfound no consistency on whether inspectors commendedthe use of learning styles they had identified as important,I have collected evidence from New Zealand, Australia andthe UK that learning styles do make a difference toacademic achievement and have often been reported asthe single most impactful intervention a school could offer.Therefore the posed question: ‘Should we be using learningstyles?’ can only be answered with a resounding “Yes!”because we have the evidence. Knowledge and applicationof the ‘Diversity Concept’ as I also call learning styles, iscapable of raising the quality of teaching and learning, butmost importantly, it gives hope and new learning abilitiesto students previously termed learning disabled and lost‘The academics have not performed the more usefultask of investigating on a larger scale how learning styleapplications based on complex but not complicatedinstruments actually work, how they do not label orlimit learners, and how they are also being usedsuccessfully in higher education. ‘performed the more useful task of investigating on a largerscale how learning style applications based on complexbut not complicated instruments actually work, how theydo not label or limit learners, and how they are also beingused successfully in higher education.Objection sevenAdvice given by theorists to classroom practitioners based onresearch on assessment instruments: It is regrettable that theresearchers have arrived at such a damning verdict, saying they‘found little good evidence to suggest that using a pedagogyinfluenced by the idea of learning styles, either directly orindirectly, has a significant effect on achievement of motivation’when countless teachers in many different countries have beenand are using the LS approach very successfully and can giveevidence to the contrary. I am currently writing my next bookabout applications of LS in different educational settings indifferent countries around the world, including reports andobservations from practitioners as well as my own experienceswith successful LS interventions and their encouraging, oftenastonishing results.I fully agree that a cautionary note is appropriate whensimplistic LS instruments label students and give eithergeneralised or rather limiting advice and their use shouldnot be recommended. However, appropriate assessmentinstruments raise awareness of style diversity in learnersand learning style knowledge always changes teachers’attitudes towards their so called ‘problem’ students. Manytimes over the past ten years I have seen that change ofattitude which results in often small but significant changesin their teaching strategies and interactions with students.This awareness that comes with a deeper understandingof style diversity has to be based on theoretical frameworksand LS models but must go beyond theory which willalways remain an empty shell without practical70www.teachthinking.comThe learning styles debateThe learning styles debateThe learning styles debateThe learning styles debateThe learning styles debateTeaching Thinking&Creativity  Summer 2004Imaginative Minds Ltd, thepublisher of Teaching ThinkingMagazine is pleased to offer itsown books and resources aswell as recommended titles fromother publishers. Our catelogueis now available online. Ourconcerns are inclusion, creativity,thinking skills and habits of mindfor learning – we hope they areyours too.Ordering resources online meansan end to leafing through piles ofbrochures to find what you want,and then waiting for thepaperwork to reach us.Which means you’ll have moretime to get on with other things.Visit our catalogue at www.thinkingonlinecatelogue.co.ukAnd, of course, if you’d rather notuse a credit card, we’ll gladly takeyour order by post, telephone,fax or email.for academic and lifelong learning. The many successful practicalapplications of our LS instrument in classrooms across the UK andaround the world give it what could be called ‘pragmatic validity’.In conclusion it has to be said that self knowledge andunderstanding of learning styles is becoming more important in our‘knowledge economy’, not only for developing greater flexibility inadverse learning situations but also for self-management ineducational contexts and later in work situations.Barbara Prashnig is Professor Emeritus Professor fromPädagogische Akademie Klagenfurt, Austria, now living inNew Zealand She is author of the The Power of Diversity,published by Network Educational Press and Director ofThe Creative Learning Company (CLC)www.creativelearningcentre.comThe Learning Style Analysis (LSA) and the Working Style Analysis(WSA) which CLC has developed over the past ten years areavailable through the NEP website www.networkpress.co.uk .If readers are interested in carrying out research projects based onour LSA instrument, or want further information, please contact theauthor via: barbara.prashnig@clc.co.nzTactile/visual learning tools for hands-on learning"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(8) "learning"
        [1]=>
        string(6) "styles"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(4) {
        ["value"]=>
        string(41) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
    }
  }
}

Creative Teaching & Learning

Debating Learning Styles

25 Feb 2011

array(8) {
  ["distinct_key"]=>
  string(10) "post#38735"
  ["title"]=>
  string(27) "Researching Learning Styles"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(56) "https://www.teachingtimes.com/researchinglearningstyles/"
  ["post_date_timestamp"]=>
  int(1298631593)
  ["objectID"]=>
  string(12) "post-38735-3"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(246) "The idea that it is possible to raise attainment by teaching according to the learning styles of indivdual students is a popular one, but is it grounded in strong research evidence? A team from Newcastle University investigates."
      ["matchLevel"]=>
      string(4) "full"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(449) "... critical review oflearning styles models. London: Learning and SkillsDevelopment AgencyCoffield, F. C., Moseley, D. M., Hall, E. and Ecclestone, K.(2004) Should we be using learning styles? What researchhas to say to practice. Learning styles and pedagogy inpost-16 learning Report B. London: Learning and SkillsDevelopment AgencyEcclestone, K. (2002) Learning ..."
      ["matchLevel"]=>
      string(4) "full"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(45) "Researching Learning Styles"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(8) "learning"
        [1]=>
        string(6) "styles"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(246) "The idea that it is possible to raise attainment by teaching according to the learning styles of indivdual students is a popular one, but is it grounded in strong research evidence? A team from Newcastle University investigates."
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(8) "learning"
        [1]=>
        string(6) "styles"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(3793) "styles movement canhelp teachers to re-frame old problems and re-examinetheir approaches to persistent problems. For example,Apter’s Motivational Style Profile uses the concept of reversalof motivational or emotional states to explain the fluidityand specificity of normally observed human behaviour. Hesays: ‘There are indeed characteristics that distinguishbetween people. But they are more like tunes than likecontinuously repeated single notes.’ (Apter, 2003, 474) andthis focus on ‘states’ rather than ‘traits’ can be a productivestart to imagining learning environments and interactionswhich could lead to greater engagement and achievement.The two theoretical models which emerged mostfavourably from our review were those of Entwistle andVermunt, since they are comprehensive, theoreticallycoherent and embedded in the theory and practice ofteaching and learning within a particular environment,35Teaching Thinking  Spring 2004www.teachthinking.com Learning stylesLearning stylesLearning stylesLearning stylesLearning stylesgreatly superior to the instruments which follow them,since they can all be misused to label or limit learners. Byoffering learners a vocabulary for understanding both howthey learn and why they learn more effectively in differentcontexts at different times, learning styles may helpstudents to become more autonomous, more motivatedand more likely to continue ‘learning to learn’.ConclusionIf we are in a ‘knowledge economy’, is self-knowledge,particularly in relation to learning styles, a valuable currency?Our research would suggest that learning styles are at best,only one part of a series of essential and related elements oflearning and thinking and at worst a red herring.Elaine Hall is a Research Associate in the School ofEducation, Communication and Language Sciences atthe University of Newcastle. This article was producedon behalf of the team: David Moseley, KathrynEcclestone and Frank Coffield.ReferencesApter, M. J. (2003) On a certain blindness in modernpsychology. The Psychologist, 16, 9, 474-5.Coffield, F. C., Moseley, D. M., Hall, E. and Ecclestone, K.(2004) Learning styles and pedagogy in post-16 learning:Report A: findings of a systematic and critical review oflearning styles models. London: Learning and SkillsDevelopment AgencyCoffield, F. C., Moseley, D. M., Hall, E. and Ecclestone, K.(2004) Should we be using learning styles? What researchhas to say to practice. Learning styles and pedagogy inpost-16 learning Report B. London: Learning and SkillsDevelopment AgencyEcclestone, K. (2002) Learning autonomy in post-16education: the politics and practice of formative assessment,London: Routledge Falmer.Higgins, S. and colleagues (2003) Taxonomy Heaven.Teaching Thinking, Autumn 2003, 51-57Moseley, D. and colleagues (2003) Thinking skill frameworksfor post-16 learners: an evaluation. London: LSRCKolb, D., Boyatzis, R. E. and Mainemelis, C. (2001)Experiential Learning Theory: previous research and newdirections. In Sternberg, R. J. and Zhang, L.-F. (Eds.)Perspectives on Thinking, Learning and Cognitive Styles.London: Lawrence Erlbaum.Kolb, D. A. (2000). Facilitator’s Guide to Learning. Boston,Hay/McBer.namely higher education. However, they are also amongstthe most complex and are not easily accessible to thecasual reader.The theories which underpin these better models oflearning style have the potential to provide teachers andlearners with concepts of learning which can be bothmotivating and liberating. In this respect, the theories are"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(8) "learning"
        [1]=>
        string(6) "styles"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(4) {
        ["value"]=>
        string(41) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
    }
  }
}

Creative Teaching & Learning

Researching Learning Styles

25 Feb 2011

array(8) {
  ["distinct_key"]=>
  string(10) "post#94791"
  ["title"]=>
  string(43) "Transforming Lives In An Age Of Uncertainty"
  ["categories"]=>
  array(1) {
    [0]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(74) "https://www.teachingtimes.com/transforming-lives-in-an-age-of-uncertainty/"
  ["post_date_timestamp"]=>
  int(1624032958)
  ["objectID"]=>
  string(12) "post-94791-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(133) "Emer O'Donnell, Founding Director of Quintillion, explains how the Q Pathfinder app can give young people a renewed sense of purpose
"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(302) "... of who you’re going to be and the direction you’re want to be heading in.’Q helps young people to identify their preferred learning styles and how to develop strategies for staying on top of revision and exams. Young people can begin to pin down possible career pathways ..."
      ["matchLevel"]=>
      string(4) "full"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(43) "Transforming Lives In An Age Of Uncertainty"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(11) "Sal McKeown"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(133) "Emer O'Donnell, Founding Director of Quintillion, explains how the Q Pathfinder app can give young people a renewed sense of purpose
"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5577) "With the pressures on young people today, there is a need for support such as Q Industry newsJust imagine being able to access 40 years of scientific research in the field of wellbeing, self-awareness and personal performance. Just imagine tapping into guidance that has helped business leaders and elite sports stars perform under pressure. Just imagine if you had all of this on your smartphone, within easy reach, at hand whenever you needed it.That was the aim when Emer O’Donnell and the team at Quintillion created Q, a pathfinder app for young people aged 12 and above.  Q is appropriate for students, those embarking on the first steps of their career and NEETs. Some sign up for the app directly; others access it through contact with professionals or organisations that work with young people.Q pathfinder helps all users to get a clearer picture of their unique talents and potential so it has a key role to play as schools, counsellors, youth groups and training organisations address the losses caused by lockdown.Uncertainty, confusion and fear Covid has played havoc with educational delivery. Equally importantly, the future world of work is going to be an altogether different place than we imagined. Being able to adapt and change course will be a key skill. ‘Q is a source of high quality information that supports young people in key areas, when they feel under pressure. It is bespoke, doesn’t judge and is positive,’ said Emer. ‘It will give them  greater hope and more confidence that they have the ability to navigate  their future path.’The app targets six key areas:How Q can help About the individualVideos, screening tools and insights help young people to get to know themselves better so they can identify what makes them tick. They learn their preferred patterns of thought, how they relate to others, how they manage their emotions and what motivates them to get up in the morning or to go the extra mile. These are their natural comfort zone behaviours.  It then supports them to develop more skills currently outside their comfort zone so they can have more behavioural choices when faced with challenges. Research shows young people value tools that will help them develop greater self-knowledge and more insight into what it is possible to create in their lives. Once they have this information, they can move from a place of uncertainty to having more clarity about their future and their place in the world.PeoplePart of a teenager’s brain is primed for social and emotional learning so young people can learn to contribute to the social world. There is a need to explore, to interact, to take chances as they leave the nest. This is why the social isolation caused by Covid-19 in particular, has been so devastating and has had such a major bearing on wellbeing.Recent advances in developmental science have uncovered young people’s concern with status and respect, their evolving sense of self in relation to the wider world and their need to contribute and find purpose.Q makes a difference when it comes to communicating with others, developing and maintaining quality relationships and having difficult conversations with families and friends. ConfidenceMost people experience those moments when they feel that their ‘light has gone out’. Perhaps someone more self-assured comes into a room and suddenly our teenager feels that they are less important, more anxious and more easily overlooked. Q is a wonderful tool for identifying the factors that influence confidence in a personalised way. ‘It’s not just about finding our strengths,’ said Emer, ‘but also identifying new areas that offer the potential for behavioural skills growth. Q explains how others can impact us and how we can be impactful too.’Young people may feel out of step with their peer group and think that they have little to offer the wider world. Understanding their unique natural talents and the drivers that motivate them lets them see how they can contribute to society. This creates a better sense of wellbeing and focus. It enhances mental fitness and resilience.Learning and careersMany young people have lost sight of goals and aspirations over the last year and have led lives that continue day in and day out without any clear sense of direction. This can be quite damaging to self-esteem as Emer explains: ‘Purpose is a key factor in our terms of our identity,’ said Emer. ‘It doesn’t just answer the question of who you are, but it’s also an answer to the question of who you’re going to be and the direction you’re want to be heading in.’Q helps young people to identify their preferred learning styles and how to develop strategies for staying on top of revision and exams. Young people can begin to pin down possible career pathways that are supportive and more aligned with who they are. These insights can lead young people to understand how they can learn best and then how to apply that knowledge as they enter different learning environments.StressToo often, students who experience depression and anxiety seek out friends both online and offline who feed that tendency rather than peers who help them move beyond it. It is common for people who are stressed to struggle to move beyond a particular thinking pattern. Q reveals their trigger points with common stress factors. It offers guidance in a personalised way on their strengths in these situations and how they can develop more potential strengths. It also makes the young"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(8) "learning"
        [1]=>
        string(6) "styles"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(4) {
        ["value"]=>
        string(25) "Digital Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "learning"
        }
      }
    }
    ["tags"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(4) "apps"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(13) "Mental Health"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(9) "wellbeing"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

Transforming Lives In An Age Of Uncertainty

18 Jun 2021

array(8) {
  ["distinct_key"]=>
  string(10) "post#94734"
  ["title"]=>
  string(41) "Professional development in the spotlight"
  ["categories"]=>
  array(2) {
    [0]=>
    string(5) "Blogs"
    [1]=>
    string(24) "Professional Development"
  }
  ["url"]=>
  string(72) "https://www.teachingtimes.com/professional-development-in-the-spotlight/"
  ["post_date_timestamp"]=>
  int(960301440)
  ["objectID"]=>
  string(12) "post-94734-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(165) "Professional Development Today Editor, Graham Handscomb, outlines  the content in issue 3.3 which is set against the context of two significant developments for CPD."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(397) "her learning-centred model, Carnell rigorously challenges the notion of a uniform organisational approach to learning and argues that an explicit ‘work-embedded learning’ is most effective. She then powerfully articulates the implications for school leaders in terms of building a commitment to learning and adopting management styles which are ..."
      ["matchLevel"]=>
      string(4) "full"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(41) "Professional development in the spotlight"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Graham Handscomb"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(165) "Professional Development Today Editor, Graham Handscomb, outlines  the content in issue 3.3 which is set against the context of two significant developments for CPD."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5632) "her learning-centred model, Carnell rigorously challenges the notion of a uniform organisational approach to learning and argues that an explicit ‘work-embedded learning’ is most effective. She then powerfully articulates the implications for school leaders in terms of building a commitment to learning and adopting management styles which are conducive to learning. Readers will particularly find useful her concluding aide-mémoire for staff development coordinators.So in questioning many of our assumptions about CPD, Carnell thus strives to make imaginative ‘connections across different aspects of learning’ and promotes a ‘collaborative learning commitment for all learners – managers, teachers and young people.’ This powerfully integrated model is ‘based on the assumption that teachers cannot separate what they know from who they are, and what and how they teach,’ and this tenet is also reflected in Barry Seward-Thompson’s article. He maintains that the emotional, affective dimension of CPD has been sadly neglected.In this forthright piece, Barry Seward-Thompson launches uncompromising broadsides against what he regards as CPD influenced by an outdated model of learning. He claims that amongst other things, it ignores self-awareness fails to recognise the ‘rich tapestry of individual learning styles’ and provides a poor role model for children. The case for the development of teacher self-awareness is then made in the context of the teacher as traditional provider of information, and as facilitator of learning. The overarching argument is that the more teachers are aware of their personal learning styles, the more they will be able to adopt alternative styles to provide rich, challenging experiences for children. It will also equip them better to handle change. ‘Self-aware people have a more enduring reference point… able to find constancy in themselves, their behaviours and their being.’Increasing effectivenessThe research section begins with Carol McLeod’s investigation of whether the Career Entry Profile (CEP) has helped to improve the transition between initial teacher training and CPD, and in particular positively helped to develop induction action planning. Her research involved three schools and use of interviews an questionnaires with Newly Qualified Teachers (NQTs), induction tutors and headteachers. The findings identified a variety of issues. Particularly significant were the lack of meaningful training for induction tutors, CEP targets being of little use in planning effective induction programmes, and the sheer lack of status afforded the CEP by both colleges and schools. This sits ill with the recent pronouncement of Ralph Tabberer, the new Chief Executive of the TTA, that ‘new entrants to the profession have a incredibly strong voice; … we need to listen to people coming in, try to understand them and look at obstacles that exist’ (Tabberer, 2000).Michael Creese’s research account focuses on how governing bodies can become more effective and the professional development that can support this. Drawing on research with 23 governing bodies, he gives examples of case studies where there had been significant change in working practices. The common factors contributing to increased effectiveness that Creese identifies range from the catalyst for change brought about by a change of head, or chair of governors, and by Ofsted inspection, to team building and whole governing body training. The importance of promoting good staff/governor relationships through regular governor classroom visiting was also key. Intriguingly, Creese concludes that making governors more aware of the potential they have to increase the effectiveness of the school will in itself encourage them to seek out and make use of training and development opportunities.On the job trainingThe use of non-contact days as a vehicle for CPD is the subject of major NFER research reported in the article by Karen Halsey and John Harland. After a provocative reflection on the origin of the days and teachers’ changing reaction to them, they give details of the outcome of the research involving 300 non-contact days in 66 schools, covering every phase of education. Key findings relate to problems in planning, and o the format and content of the days. Interesting differences between primary and secondary are identified, such as there being a greater diversity of presentation and practical activity in primary schools. Halsey and Harland then identify the intrinsic value of the days (i.e. staff attitude to the days themselves) and the extrinsic value they have on classroom and management practices. It appears that whilst the days have been more appreciated and rigorously planned in recent years, there are few signs that they are resulting in major gains in professional knowledge, skills, values or beliefs. Perhaps of greatest concern is that ‘significant changes in classroom practices were in short supply’, and the writers ironically observe that the lack of contact with pupils on these days may be counterproductive. As with Seward-Thompson, they conclude that support and training ‘on the job’ in the classroom is essential to effective CPD. The last issue of PDT (No. 3.2, 2000), included an account of the area of managing underperforming staff. A team from Exeter University has also been researching teacher competence, exploring headteacher and teacher perspectives. In this issue, Caroline"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(8) "learning"
        [1]=>
        string(6) "styles"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(5) "Blogs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(24) "Professional Development"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(3) "CPD"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Blogs

Professional development in the spotlight

6 Jun 2000

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£7.00+ VAT

Register for free

Cookies