MJ Ray <mjr@dsl.pipex.com> wrote:
On 2003-12-01 21:36:11 +0000 Colin McQueen <cmcqueen@mcqueen.uk.net> wrote:
I meant guarantee that consultants are working at changing this practise. Don't you applaud the effort? or should we just submit?
I had a relevant fortune cookie from one of my projects today: "Don't tell me how hard you work. Tell me how much you get done." -- James J Ling. Sorry if that's harsh, but I'm pessimistic about mere training being able to overcome the effects of the reporting systems. If we see glowing reports about Hampshire in the future, I will heap you with praise.
OK keep watching.... but its not me I'm p/t in a team of about 20.
ROTFL. Everyone starts somewhere. Anyway CSS ARE in the latest training module for teachers. HTML is not gone. Its still in use.
HTML is obsoleted in favour of xhtml. Today, no-one should teach new learners HTML in the first instance.
OK I will investigate and put that idea forward if I agree.
You don't just immediately switch to the latest version in schools that is ridiculous. Who's going to pay to train staff?
Who's going to pay to retrain everyone who is taught known-obsolete material? Do you normally continue teaching towards old exam versions because it costs to train staff for the new one?
School syllabi are full of obselete material. To keep up is an impossible task and that's true in most subjects. I remeber being exasperated by this when I first qualified. The model of a cell membrane being taught even at A level was nearly 10 years out of date. ICT changes at such a pace its even harder to keep up.
Sorry I don't understand your point? Unless its about ICT doing the job of the English teacher. The point is the pupils need somewhere to put this together.
Basically, yes. Put it in cross-subject time. It can't be that computing teachers should have a shortage of material to teach in these times in which we live.
True but I see ICT as cross subject time.
How do you assess process? Teachers can't be everywhere at once. Are extra assessors used in Hampshire? You get pupils to annotate the work as they go.
Do you give them the benefit of the doubt, or do you refer them when they fail to do this? In the first case, there's pressure from the senior assessors; in the second, the heads criticise the reduced progress. I don't think it's from a loss of basic teaching skills. Although the basic idea ("explain your reasoning") is sound, this does not seem a practical assessment method with declining staff levels.
Well pupil's are doing it and staff are assessing it. There's also a drive to assess FOR learning so pointing pupils where to go next making use of peer assessment as well as staff.
I have never understood all this sexual discrimination. When do boys get encouraged to be programmers? Dunno but there atre far more male programmers than female.
Do you think that social engineering should be done by the education system?
I thought it did based on all the abuse I see heaped on teachers.
-- Colin McQueen