Last week I visited the Museum of the Moving Image in NY. I was especially interested in their huge Jim Henson collection on the second floor. There, I took a picture of this cartoon, drawn by a young Jim! Check here for more Funny on Sunday.
During a talk in Belgium last week, I was asked a question by a school leader that I seem to hear more and more often: Why are we seeing so many more diagnoses, such as ADHD, than before? Is there really an explosive increase? Have children changed? Or are we looking differently? Not coincidentally, shortly… Read More Why Are ADHD Diagnoses Rising Worldwide? A Different Perspective on a Complex Debate
Working together in maths class works. At least, that seems to be the conclusion of a new systematic review published in the British Educational Research Journal. Patricia Hampson and colleagues examined research on cooperative learning in mathematics classes with students aged 11 to 16. Their conclusion is quite positive: in eight of the nine selected… Read More Cooperative Learning in Mathematics: Effective, But Only When Done Well
Whenever an international report, such as the recent IELS study, is published, reactions quickly follow that basically amount to: “See? My solution was right all along.” I’m probably guilty of that myself from time to time. So today I wanted to try something different by putting two very different sources next to each other to… Read More Why do differences between children appear so early in life?
A lot of AI research in education currently suffers from the same problem: small samples, short interventions, weak control groups, and, surprisingly, large conclusions about how “AI is transforming education.” The result is that for researchers, and honestly for me as well, reading the literature often feels like carefully weeding through a huge amount of… Read More One of the better AI-in-education studies? ChatGPT feedback versus teacher feedback
It is quite literally an age-old debate. Are children born as a blank slate, or is everything already determined from the start? These are two positions that have alternated for centuries, usually in slightly more modern packaging, from behaviourism to insights from genetics. One emphasises environment and experience, the other focuses on disposition and biology.… Read More Children are not born as blank slates, but as overstuffed bookcases
I enjoy learning new things myself, so this past weekend I not only spoke at ResearchED NYC but also attended several sessions. I would like to briefly reflect on Ben Lovett’s talk about test anxiety. We had a very small audience for him, which surprised me. I consider the subject to be very topical, and… Read More Test anxiety: less about performance, more about preparation
Sometimes confirmation comes faster than expected. Last Saturday in New York, I argued that the real issue with AI in education is not a lack of studies, but a lack of good studies. And that a lot of people are drawing conclusions far too quickly from what is available. Today, I came across this post… Read More Extra evidence for one of the main points of my talk past Saturday in NYC: major article on AI in education retracted
I thought I’d start the week with a proper hot topic in education. There’s certainly no shortage of opinions about grouping students by attainment. Whether we’re talking about tracking (separating students into different programmes or pathways), setting (ability grouping within schools), or broader comprehensive models, the debate tends to return in the same form. Do… Read More Mixed attainment vs ability grouping: less about averages, more about trade-offs
Maybe I’m late to the party, but the past 2 weeks I’ve been watching the many episodes of the Brooklyn Coffee Shop. Hilarious! Check here for more Funny on Sunday.