Every now and again I am rocked by something on twitter.
Most recently it’s been Soloman Kingsnorth’s thread on the tension between the goals of examinations and proper learning. Their thread identifies similarities between mathematics exams children sit at the end of Key Stage 2 and those they sit at the end of Year 11.
Bluntly a lot of the content is the same, which means that a significant number of children are not really progressing much in the five years they are at secondary school and may not have learned much at primary school either.
This is very concerning for lots of reasons.
Firstly it calls into question the effectiveness of mathematics provision at secondary school. What exactly is going on in lessons if the sum of what children know at age sixteen isn’t much more than what they knew at eleven? Kingsnorth suggests a reason for this might be that the domain – the secondary curriculum – is so ambitious many children are simply not given enough time to master things they need to master in order to progress to latter content.
The most obvious solution to this – in the absence of wholescale curricular and associated examination reform – would be for secondary maths departments to simply spend more time – perhaps a lot more time – on the basics. This appears quite logical. What does it matter how big a domain is if children aren’t learning most of what is in it?
Surely it would be better for teachers to concentrate on their pupils mastering more of less than it is to expose children to things they simply do not have the prerequisite foundations to understand?
Things are not so simple.
The children who make little progress attend the same schools as those who make a lot of progress. Sometimes they are in the same classes and taught by the same teachers at the same time. If a teacher chooses to spend a lot of time teaching and supporting practise of basic content how will the children who have already learned this make progress? A school adopting this approach might well find while the examination grades of their weaker mathematicians improves, those of their most able gets worse.
The big issue is the tension between learning and the requirements schools prepare all their pupils for exams that are used not just as measures of learning but also as evidence used to sort them for different post-16 destinations.
This problem is particularly pressing in hierarchical subjects like maths – which probably explains why maths teachers tend to be so supportive of setting – but exists in other subjects too.
It’s an issue in even the most cumulative subjects like history, where the vast scope (and recently expanded) exam specifications mean the volume of what needs to be learned is now so huge those who struggle to keep up can find themselves further and further behind after every lesson. A teacher who chooses to teach to mastery for every child in their class will – almost certainly in most contexts – find they run out of time to finish the course and so hobble the outcomes of their most able pupils.
This is not just a maths or a history problem. Every teacher in just about every subject must make a compromise between what is best for their highest flyers and those in their classes who find things hardest and as children get older this becomes more and more difficult to do.
When I first began teaching nearly twenty years ago this problem was addressed by an ethos in which the aim was for children to work independently with their teacher supporting them on their individual areas of weakness. In these utopian classrooms all children would make progress from their unique starting points. This is why – I think – children were supposed to be able to parrot off personalised ‘targets’ at the drop of a school leader’s or inspector’s hat, and why whole-class instruction was often frowned upon. This usually proved impossible to practically implement and often resulted in the academically weakest pupils making the least progress. It made behaviour very hard to manage and – in my painful experience anyway – made for weird Kafkaesque environments in which children were able to say things like “I need to explain in more detail” without having the faintest idea of what this meant.
The crux of the problem was this approach really needed a fundamental restructuring of the way the entire education system worked to have hope of success. It needed small groups of children to be tutored intensively by polymaths in the way Alexander the Great was taught by Aristotle.
While such a restructuring might indeed lead to better education for England’s schoolchildren it is not a practical or even serious option. Without dramatic changes to taxation and associated funding – and then all the associated risks of such a huge change – there is simply no way to realise this vision.
We are – for better or worse – stuck with what we have.
So how do we make the best of it?
We should begin by acknowledging of the large group of children who don’t make much progress at secondary school there are many – probably most – who could make much more progress than they do. This is not pie-in-the-sky idealism. From Michaela in Brent in London, to Bedford Free School in the midlands and up to the Dixons Academy Chain in Bradford we have lots and lots of examples of places in which children learn more than might be predicted by their demographic.
The failure of large groups of pupils to learn lots of the curriculum is not inevitable. Good schools can change the stars of the children who attend them.
We should also acknowledge there is nothing in any exam specifications which definitively precludes any child from learning more of it. While many exam specifications could be improved to make their content more interesting and relevant there is nothing on any of them which simply can’t be learned, and there is something on every specification every child could learn more of.
High expectations – as ever – remain of inestimable importance. We must not allow the great struggles of some to push us to the sort of hopeless passivity that makes improvement feel impossible.
We should look to places – like Michaela, BFS and Dixons – where children do learn more than might be expected elsewhere and find out why. We should do this without ego and without defensiveness. When faced with great achievement elsewhere it is temptingly human to explain it away in terms that make it irrelevant to us and so miss things that are actually very relevant. It is easy to say ‘oh they were a start-up’ or ‘that school is in London’ or ‘their children come from a different demographic to ours’.
While all these things might well be true and even significant none of them should mean we avoid looking for how we might be able to do things better.
My hunch – I think my educated hunch – is a thing which unites the schools I’ve mentioned and probably hundreds more I haven’t is high participation ratios in classrooms. My hunch is an important thing that marks these schools out from those in which struggling pupils are not as successful is the extent to which children are properly engaged in lessons; how hard they are listening, how much they are properly paying attention and how committed they are to the tasks their teachers set for them. This is something many visitors to such schools seem to find surprising – lessons are not monkishly quiet – there is lots of talking and when a class responds together it is loud!
It is also my hunch – again I think educated, based on years of teaching now – that in schools where struggling pupils are less successful these children have become too accustomed to not learning very much in their lessons. It is my fear there are a great many struggling children who believe they are colluding in a game in which their role is to be physically present in a classroom and to make a pretence they are learning in it, but that nobody really believes anything meaningful is ever accomplished and this doesn’t really matter. I fear for some of these children school is simply somewhere to be while they wait for their real lives to start.
In the classrooms where struggling children learn the most teachers break this paradigm.
They change the goal of the game to be learning what was taught and not getting through an hour without being noticed. They know what they expect all children to know by the end of each teaching sequence and plan techniques that give them certainty they do. They check for understanding and respond to what they learn from this all the time, both live in the moment and when planning the next lessons. They ask loads and loads of questions – both quick questions on things they’ve just said to check everyone is paying attention, to planned longer more involved questions that demand deeper thought. They target questions at children based on what they know of them. They read the written work of their pupils and change their planning based on what they learn from this. They don’t allow some children to sit quietly doing nothing because their attendance is bad or because they are often poorly behaved. They do not have children on their register they have implicitly given up on.
They use whole class techniques like choral response. They train their classes in the use of mini-whiteboards. When they find a child can’t answer a question they rephrase it and if the child still can’t answer they stop and they re-teach even if this means they won’t move on to things they’d planned to move on to. If all their information gathering reveals a really significant gap they may abandon the lesson they had planned completely and teach a different one. They never allow children to think it’s OK not to know and not to try and find out.
At these schools leaders respect the ability of their teachers to work out what their pupils don’t know and respond appropriately. They do not make knee-jerk judgements about competency based on how far on through a curriculum they are.
None of this – of course – can solve the systemic tension between learning for all pupils and the sorting function of examinations. However well we teach we will always have the persistent problem of what to do when faced with children who know varying amounts. In the past I’ve written lots about this and won’t go into it again here. Soloman Kingsnorth is right – for many children the curriculum might well be too large and they might well be better served by learning less, better.
But this is not an ideal world and we must not allow the constraints we work in to crush us when there are things it is in our gift to do something about. There is much in our gift. It is possible to be more effective even when working within flawed systems. While we will never eliminate it we can reduce the gaps between what our academically strongest and weakest pupils know by expecting more from those that struggle most. There may indeed be thousands of children who are disadvantaged by the way we have chosen to organise assessment but there are also thousands who could learn more than they do.
I – of course – am a long, long way from cracking this as a teacher and will not conclude this piece by suggesting I’m anything but a work in progress. I am human and have been teaching long enough to know how tempting it is to avoid asking a struggling pupil a question because I fear a dispiriting “dunno” on a rainy, depressing Tuesday afternoon.
I still fall to bad habits too often.
But I also know this isn’t good enough and my failure – for example – to properly learn how to use mini-whiteboards means there is much still left to do. My pupils have a long way to go before their biggest problem becomes the content and organisation of the courses I teach.