In the final term of this year, I completed an online course on “Theory of Knowledge” from the University of Oxford’s department for continuing education. As part of this course, I have to submit two assignments. The first, which is a summary of the structure of knowledge and limited to around 500 words, was due on the 5th June and I am posting a copy of it below.
A summary of the structure of knowledge
According to Pritchard (2014), we can distinguish between two types of knowledge: knowledge of something or knowledge of how to do something also referred to as propositional knowledge and ability knowledge respectively. It is the first of these that we are interested in in this summary.
Knowledge is valuable because knowledge has instrumental and non-instrumental value. Having knowledge is instrumentally valuable in the sense that it helps us achieve our goals, but it is also non-instrumentally valuable in the sense that having knowledge enriches our lives in and of itself.
To claim to know something is to make a claim or a proposition that a) you believe something and b) that your belief is true. If I claim that it is raining in London while I am living in Lausanne, and assuming that I have no ill intent to deceive those I am talking to, I am making a proposition which I must ultimately believe – how could I claim it was raining if I didn’t ultimately believe it to be so? Intuitively it seems that we cannot claim propositional knowledge if we don’t first believe it.
The claim that we know something “aims at” truth, to use Pritchard’s (2014) phrase. Claiming knowledge intuits at the truth of reality. We don’t normally count someone who holds a false belief as holding knowledge of something. For example, in a pub quiz, someone could be said to be knowledgeable of the topic in question if they hold what is commonly accepted as the “correct” or truthful response. Someone who incorrectly or falsely believes the answer is another proposition cannot be said to know the answer.
Thus, we can say that truth and belief are necessary conditions of knowledge. However, a guess (like a bet) that gets to the truth of the matter (that turns out to be true) is also a claim that contains truth and belief but is not considered knowledge. Under normal circumstances, someone who wins at roulette with the number 29 can’t be said to know that 29 was the correct number, but they did have a true belief that 29 was the number.
Therefore, to count as knowledge, a claim needs have more than truth and belief, it also needs to be justified. Knowledge has historically been counted as justified true belief. All three of these elements are necessary conditions for knowledge but on their own, they are not sufficient conditions for knowledge.
For example, Gettier cases show us that justified true belief isn’t always enough for knowledge. By luck, some agents can still hold true beliefs that are justified but that we would not normally count as knowledge. In the case of an agent who “knows” the time by looking at a stopped clock, if they look at the clock at the “correct” time even though the clock has stopped they will have gained a justified true belief, but they will have done so by luck. If they had looked at the clock five minutes later or five minutes earlier they would have acquired a false belief (Pritchard, 2014).
So, we also need more than justified true belief. We still need to consider the type of justification that is used when combined with true belief. More specifically we need to consider what supports our beliefs in order for them to be justified. There are normally three ways of considering this: a) beliefs do not need to be grounded on anything b) beliefs can be founded on an infinite chain of justifications c) beliefs can be grounded on a circular chain of beliefs. The different schools of thought of infinitism, foundationalism and coherentism offer different responses to this trilemma.
Justification and the support needed for belief is closely linked to rationality. Normally only rational beliefs would be considered knowledge. We can think of a judge who reaches their decision either by weighing up the evidence presented or on the basis of their emotional or prejudice. A judge who rationally weighs up the evidence to reach a verdict can be justified in their true beliefs but a judge who doesn’t, can’t be. However not all rationality is linked to finding the truth and to justify our beliefs we should be concerned with having epistemically rational beliefs. Pascal’s wager is a good example of the difference between epistemically and non-epistemically rationality. In the same vein, we need to consider whether agents can or should be held responsible for their beliefs.
Are people responsible for paying attention to how their beliefs are formed? Can we count a belief as knowledge if the agent in question has not considered how they have formed their belief?
Pritchard, D. (2014) What is this thing called knowledge? 3rd edition. Routledge.
This Easter holidays I read David Didau’s 350+ page compendium.
Basically, this book is an essential must read for any teacher. It is detailed and covers quite the range of ideas relating to classroom practice. On top of that, it is very well written, with clear and accessible language.
It is broken into four parts.
Part 1 “Why we are wrong” introduces the reader to a few general psychological concepts. Throughout the book, David references Daniel Kahneman’s work “Thinking, Fast and Slow” a lot and I think much of what is written here is sourced from that book, although, perhaps, simplified and certainly written in a much less head scratchy way. If you have read “Thinking, Fast and Slow” many of the ideas about psychological traps and biases will be familiar to you. Still, David is able to show how to apply these concepts succinctly to the classroom setting. He also provides an excellent explanation of effect sizes and the statistical techniques used to compare the effectiveness of classroom interventions before giving some real food for thought as to why this evidence might not be as robust as we think. His critique of Hattie’s work was quite surprising for me and I welcomed the explanation of a concept I had heard lots of people talk about, but nobody has ever explained.
Part 2 lays out what David refers to as the threshold concepts for learning to teach effectively. David unpicks many commonly held myths about classroom teaching and learning and makes an argument as to why many of these cherished ideas are wrong. The key idea here is that learning does not equal the same thing as performance in class. Learning is essentially an invisible process happening in peoples heads and by looking at performance in class we assume that this equates to learning in the mind of the student. Classroom observers look for evidence of “rapid and sustained” learning during class time, however learning, David makes the case for, is messy, non-linear and if it is going to be sustained cannot be rapid. Aside from the difference between learning and performance he covers concepts such the difference between novice and expert learners, the structure of our memory in terms of storage and retrieval strength and cognitive load.
After explaining our cognitive biases and how they apply in education before unpicking many myths about classroom practice held in educational circles, in part 3 David goes on to apply the cognitive concepts from part 2 directly to teaching practice. He gives a clear exposition of interleaving, the spacing effect, the testing effects and the effects of feedback. His writing will prompt you to think about these topics and how they may apply in your own planning and instruction – I know that they certainly have for me.
In the final part, he examines other pet theories in education that we could be wrong about. The first chapter deals with formative assessment and presents a surprising critique of Dylan Wiliams work, with a reply for Dylan Wiliam. There are also chapters on the problems of lesson observations, differentiation, praise among others.
One of the things that I was most surprised about and enjoyed reading was the critiques of the work by very established researchers. The work of both Hattie and Wiliam were picked apart at different points in the book. I am not sure I am fully convinced by the arguments but it was a pleasure to read something that was a little bit different in the sense that I have never come across critical reflections of these, much discussed, in schools at least, concepts before.
I also like the way the book is laid out. Now that I have read it through, I am able to easily go back and find relevant chapters for different concepts again.
This book has given me quite a bit to think about in terms of my curriculum planning and my classroom practice. Despite having just finalised my DP curriculum, I am already prompted by thoughts in this book to review it – particularly in line with David’s thesis that we should plan curriculums around threshold concepts. Doing that first involves identifying them which will probably be the springboard for my next CPD drive. However, I am fully aware that even the threshold concept of threshold concepts may turn out to be an unevidenced and unprovable claim made by education researchers and that my time here will be wasted. Only time will tell!
The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. – IBO Mission Statement.
As I outlined in this post, I am an IB educator who really believes in the mission of the IB. I believe in developing inquiring, knowledgeable and caring young people who help to create a better world. I think these aims are laudable and, with enough schools, teachers and families on board, achievable.
However, as I have reflected on my own practice over the last few years I have begun to question some aspects of the IBs ideology. In this post I want to examine the IB’s approaches to teaching. These “main pedagogical principles that influence and underpin IB programmes” are:
Fairly innocuous? Why write a post that is critical of these statements and principles? Well, there is one general reason and some specifics which I will come to.
My problem with the approaches to teaching in general is the following: The IB is the only awarding body offering a truly international curriculum. There are others; IGCSEs spring to mind, and of course, some international schools do offer national curriculums but the IB really is one of a kind in the sense that it is the only qualification awarding body, that I know of, that is not rooted to a national system and is found in schools, both private and public, countries all over world. It has no competition.
The ITT that teachers from different countries and from within countries will vary widely. For example my school-based training, via the GTP, really offered nothing academic – no explanations or reasoning or evidence for why teachers have to plan their lessons a particular way – it was essentially a check sheet of fadish skills that I had to demonstrate I was doing. When I converted this to a PGCE I was motivated by a desire to get to understand the theory behind teaching. I have since come to reflect that those theories I was exposed to had little to no evidence to support them.
As someone who has completed a science degree and masters, when my someone explains a theory to me without evidence, it just translates into my mind as an idea, an unsupported hypothesis. And this is what the great many “theories” in education circles appear to be, whether you are talking about Vygotsky, Piaget, Freire, Bloom, Bruner or many others, ideas without evidence, or if they have evidence it is low quality, small-scale or anecdotal.
The IB admittedly was founded in the era when some of these ideas were being taken up seriously:
From its beginnings, the DP has adopted a broadly constructivist and student-centred approach, has emphasized the importance of connectedness and concurrency of learning, and has recognized the importance of students linking their learning to their local and global contexts. These ideas are still at the heart of an IB education today. – ATL website
But now the tide is changing and I wonder if the IB is willing to keep up with that. Robust, evidence from cognitive science is seriously beginning to shine a light on what works. Even better some of this evidence is being triangulated not just from laboratories but from classroom studies as well.
My general concern is, therefore, this: if national ITT systems vary inter- and intra- nationally then the IB has to do something to help get all its teachers on the same page. Becuase it lacks competition it also has quite the sole market on influencing the teachers of its programs. It must make sure that the teaching methods it advocates are backed up on solid evidence, not just on what feels good socially and culturally or what is simply a la mode.
Now to my issues with specific approaches to teaching:
A focus on inquiry
A lot has been written about the effectiveness or not of inquiry-based teaching and learning. The debate rages on but essentially some of the arguments against inquiry-based teaching are:
It is inefficient – students simply cannot learn as much knowledge in the same amount of time as they can from guided instruction.
It is inequal – students who have knowledge richer home lives bring far more to the table than their knowledge deficient partners (just think about EAL learners in that context for a minute).
It generates misconceptions – students can easily discover wrong-knowledge which can be very hard to dislodge and unlearn.
It can lead to the illusion of knowledge – this is when students think that they know something but lack deep understanding of the content.
Is great so long as you teach the right concepts and don’t make the unproven assumption that skills and knowledge can simply transfer from one domain to another. They can’t. Skills are context and domain specific. Concepts are domain specific. We should focus on domain-specificc threshold concepts, which requires careful planning on a content rich curriculum. Once you know the content that needs to be taught then you can identify the threshold concepts in your curriculum and plan your teaching interventions appropriately. The arbitrary lists produced for the MYP nor the self-imposed “essential ideas” of the DP biology curriculum, which forces teachers to lump certain knowledge together, in what may not be the most appropriate way, will do.
The black art of teaching. There are so many issues with this I don’t know where to start. On one hand, you lower the boundary for some students, therefore making a value-based, subjective decision about what a student can achieve and potentially limiting their potential, on the other, school management have carte blanche to drop any student into your class and expect you as the classroom teacher to “differentiate” even if that student doesn’t speak English.
Yes, we are all individual and unique but as David Didau points out, so are snowflakes and those differences mean nothing when it snows. The fact is we all learn in broadly similar ways and we all have broadly the same ability. Differentiation assumes that ability is the cause of differences in what students learn in the classroom but it may well be that ability is the consequence of the student’s classroom experience. Therefore if you lower the bar, overtime you lower their ability.
Differentiation to the point of tailoring learning engagements for individuals students is a huge workload issue for teachers and at what opportunity cost? There also appears to be no evidence for the efficacy of differentiation, even some that may suggest it has a negative impact.
For more information see chapter 22 of “What if everything you knew about education was wrong?” by David Didau.
In my view, biology is a subject that is largely about language instruction. Of course, this doesn’t mean, to the exclusion of all other considerations. Yes, of course, there are facts and concepts that need to be learned and understood but, at its heart, it is a subject concerned with language acquisition.
And just like French, it is full of irregular verbs.
Personally, I remember the challenge of all the new vocabulary of the subject at A level, as being something that attracted me to it; I had the impression that by learning all these new words I would be entering another higher plane of existence.
So just imagine what this vocabulary is like for a new student, stepping into this level of biology and operating in their second or third language and perhaps with a very limited exposure to schooling in English. I am always surprised by the number of other adults, parents and administrators, who don’t seem to see this.
Parents, particularly, seem surprised when I bring up the issues of academic language acquisition
I have had some amount of experience teaching students who have started the subject with no English or very little English and this post will outline what I understand about teaching them today I fully recognise that I am no expert.
James Cummins: BICS & CALP
My first foray into the realm of EAL teaching brought the work of James Cummins to my attention. To summarise, Cummins’ work postulates differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP).
Essentially, the former can be developed over a relatively short period of time (1-3 years) and is the language of peer culture. Children who have developed BICS may well sound fluent and indeed can communicate on a level using common everyday terms and phrases with their family and peers. The latter can take much longer, 5-7 years, and once developed allows the individual to think, manipulate and utilise complex academic concepts mentally. They can think with the language and they can think in very abstract terms.
It seems to me that the work of Cummins suggests that schools should resist simply placing older EAL students into secondary subject-specific classes and hoping that they will catch up. This may work with students going into grade 6 and 7 classrooms but could actually retard students progress in grades 9 and up.
Obviously, in the international context, students may well keep joining older classes (I once had a student who joined grade 10 directly from school in Israel. She has never been taught in English and yet was expected to just catch up in grade 10 biology) and so we can’t reasonably say don’t come to school. But the approach of some managers seems to be that students will just pick up the language.
These students need intensive English instruction first (if that is the language of instruction of their academic subjects) using methods that have been shown to have the largest effect size. Strategies in this category have the best hope of bringing the students learning forward faster and thus the best hope of bringing the time for students to acquire CALP down.
Isabel Beck: Tiered Model of Vocabulary Aquisition
More recently I have come across the work of Isabel Beck whose model of vocabulary acquisition places words into three categories:
Tier 1: These are the common, everyday words that most children enter school knowing already. Since we don’t need to teach these, this is a tier without tears!
Tier 2: This tier consists of words that are used across the content areas and are important for students to know and understand. Included here are process words like analyze and evaluate that students will run into on many standardized tests and that are also used at the university level, in many careers, and in everyday life. We really want to get these words into students’ long-term memory.
Tier 3: This tier consists of content-specific vocabulary—the words that are often defined in textbooks or glossaries. These words are important for imparting ideas during lessons and helping to build students’ background knowledge.
In biology instruction, it is the tier 3 words that all students are going to struggle with initially, but EAL students may also be lacking a good number of tier 2 words, which will make their comprehension the tier 3 words that much limited as these words often provide the context for the tier 3 words.
For example this year I can think of the words “coolant” and “yield” that came up as not being known by my grade 11 students. Many of these are students raised in English speaking families but have been attending Swiss public schools up until the start of grade 10 or 11. These aren’t words that come up in everyday conversation but are used across academic domains.
I am relatively new to the idea of Tiered vocabulary but it does seem, on first impressions, a useful way to think about words that EAL students may or may not have and to plan to help students bridge that gap.
Perhaps, one wider school aim could be to map out the tier 2 words that are common across subjects. Once a working list is compiled then students can be assessed for their knowledge of these words and interventions put in place.
Identify and pre-teach complex vocab (tier 3 words) before starting the unit (I use Quizlet “learn” for this)
Get to know your suffixes and prefixes so that you can explicitly model your understanding of the terminology to students.
Keep new words on the board, clearly visible to students to use in their thinking, speaking and writing.
Encourage more reading and writing in your classroom. Encourage students to constantly use the new terms that they are being exposed to.
Use a reading age analysis to examine the tests and exams that students in your class are likely to sit – what is the level? What is the English reading level of your EAL students?
At the start of the course give students lots of opportunity for guided reading, ask students to identify words that they don’t know and keep a running list. Provide explanations for these words.
In line with the above, continue to identify Tier 2 word gaps in your student’s knowledge through reading exercises.
Perhaps try to list out common tier 2 words in your subject (this would take time) and compare with other departments. Check students understanding for these.
I am an IB educator and I believe in the mission of the IB. When I first started teaching the DP I loved the fact that it gave students a broad education, didn’t narrow down their options, allowing room for changes in future interests and personal directions. Perhaps as someone who took three science A Levels, it reflected a choice that I wish I had had, particularly working as an adult in a society where scientific illiteracy is perfectly acceptable but cultural illiteracy is not!
I loved the fact that while each individual subject may be a little lighter than an A Level (thinking specifically about the sciences here) they still maintain rigour and the challenge to students of taking six subjects plus TOK (which is another subject in its own right), an extended essay and their CAS program is no mean feat.
So, as an international educator and somewhat of an IB ideologue (at least in terms of the mission statement, not so much the ATLS), why would I write a post that is critical of the MYP?
What is the MYP?
The MYP is the International Baccalaureate’s Middle Years Programme and as such is the foundation or preparatory course for the Diploma Program years. It can occupy either 2, 3, 4 or 5 years of Secondary schooling with the final two years being in Y10/Y11 or G9/G10. It is one of three programs offered by the IB: the Primary Years Programme, MYP and Diploma Programme.
It is a curriculum framework that has eight subject groups which aims to provide a “broad and balanced education for early adolescents.”
My experience of working with it has been as a Biology teacher, working within the sciences subject group, teaching grades 9 and 10 in a K-12 school that offers the IB’s PYP, MYP and DP. The course I have built is based on the eAssessment curriculum, more on that later.
The MYP model
The guide for the MYP states:
“The MYP is designed for students aged 11 to 16. It provides a framework of learning which encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders.” (Sciences Guide For First Use January 2015 pg 2)
The model above shares many similarities with the DP model: in the centre, we have the IB Learner Profile surrounded by the ATLs and the MYP concepts and global contexts. These concepts and contexts provide a way of enabling interdisciplinary learning – a major feature of the MYP – thus one of the units in science may be built around the concept of systems, a concept that may be shared with another subject group. The aim of using concepts is to help students to make links between the different subjects that they are studying.
In delivering the MYP teachers are given a framework and a unit planner. They are told what concepts and contexts to teach (they can choose from a list of predetermined) but not what content to teach. This leads it open for teachers to construct their own units tailored to local contexts – on the surface an exciting prospect. I think teachers who love the MYP are initially drawn to this aspect that allows freedom and creativity.
While this is true, I worry that as individuals we suffer from a huge number of cognitive biases that may make us think we know, from our experience in the classroom and our own interests, what is the most appropriate content to cover but may, ultimately be wrong about this.
Effects on learning
The first thing that you notice about teaching the MYP, is that there is no curriculum content. While this is laudable for some reasons, I have grown to deeply distrust the MYP’s ideology for this for the following reasons:
The IB has a prescribed list of what I consider to be fairly debatable concepts. So as a biology teacher my units will focus on relationships or systems or change. Now there is nothing wrong with these concepts per se, and I can see why they are used: to try to build interdisciplinary connections.
However, they feel a bit arbitrary. Why should these be concepts that relate to and define the sciences and why do they take precedence over other concepts like information or energy for example?
The selection of general concepts assumes that students can easily build concepts from subject knowledge and transfer these concepts from one domain to another but this flies in the face of evidence from cognitive science.
We know from cognitive science that before learners can generalise a concept they need a good store of domain-specific content (facts) in their long-term memory. Once they have built this, then they can begin to develop domain-specific conceptual understanding. Only once they have mastered this can they transfer that knowledge from one domain to another. For more information on this see Dan Willingham’s “Why don’t students like school?”
It is important to note that this takes years! Is it entirely appropriate to take this approach to a curriculum for middle schoolers who are still very much novices when it comes to knowledge and learning?
Novices vs Experts
As noted above the IB assumes that novices learn in the same way as experts; it is what underpins the assumption that you can have an interdisciplinary, concept-driven curriculum.
But the IB also assumes that novices learn in the same way as experts by encouraging students to learn from doing and teachers to set up their classroom inquiry in ways that reflect what experts do.
In MYP science we see this with the criterion B and C assessments and the following guidance:
“In every year of MYP sciences, all students must independently complete a scientific investigation that is assessed against criterionB (inquiring and designing) and criterionC (processing and evaluating).” – MYP Sciences guide
This requirement reflects the philosophy that, when it comes to science at least, students learn best when acting like scientists. Don’t get me wrong, I do agree that developing a solid understanding of the scientific method is very important for students. I am just not convinced that having students carry out their own investigations is the best way to achieve that aim. Domain-specific novices do not think or learn in the same way as experts.
Many authors have written about the effects on knowledge-rich curriculums and their effects on reducing inequality in society (See Daisy Christodoulou’s “Seven Myths About Education“, Lucy Crehan’s “Clever Lands“, and E.D. Hirsch’s “Why Knowledge Matters“). By ensuring a knowledge-rich curriculum schools are able to impact children from impoverished homes to ensure that they are able to become fully engaged citizens when they are older.
Children from poorer socio-economic backgrounds are less likely to have access to books at home and are less likely to be exposed to as many words and ideas in the family home as children from higher income families. This means that schools that serve them must impart the knowledge that will enable them to have a chance of becoming active members of society. In Why Knowledge Matters, E.D. Hirsch explains this at length and I am not going to go further into this here except to say that to my mind, by not imparting a knowledge-rich curriculum the MYP undermines the IB’s wider mission statement. How can the IB aim to create a more peaceful world, if it produces a curriculum model that can be shown to increase inequity?
The MYP can be tested through the eAssessment. The topic list for biology eAssessment is as follows:
Cells (tissues, organs, systems, structure and function; factors affecting human health; physiology; vaccination)
Organisms (habitat, ecosystems, interdependency, unity and diversity in life forms; energy transfer and cycles [including nutrient, carbon, nitrogen]; classification)
Processes (photosynthesis, cell respiration, aerobic and anaerobic, word and chemical equations)
Metabolism (nutrition, digestion, biochemistry and enzymes; movement and transport, diffusion; osmosis; gas exchange; circulation, transpiration and translocation; homeostasis)
Evolution (life cycles, natural selection; cell division, mitosis, meiosis; reproduction; biodiversity; inheritance and variation, DNA and genetics)
Interactions with environment (tropism, senses, nervous system, receptors and hormones)
Interactions between organisms (pathogens/parasites, predator/prey, food chains and webs; competition, speciation and extinction)
Human interactions with environments (human influences, habitat change or destruction, pollution/conservation; overexploitation, mitigation of adverse effects)
Biotechnology (genetic modification, cloning; ethical implications, genome mapping and application, 3D tissue and organ printing)
A quick scan of this topic list shows something quite revealing. What, exactly does the IB mean by physiology on the first line? This is a large subject in and of itself. I find it strange that the IB doesn’t specify particular types of cells and physiological systems and yet will happily specify “mitosis” or the word and chemical equations of respiration and photosynthesis.
This list has the feeling that it has just been thrown together by looking at the DP course and condensing that with no real thought as to what would actually be taught.
Also, the IB assumes, with the generic topics like physiology that students who have been taught one particular physiological system, like the kidney, will be able to answer questions on the heart. See E.D. Hirsch Why Knowledge Matters Chapter 2 for an explanation of why, in order to be fair, a test has to test a specific body of knowledge.
By having no rigorously defined content, even for the assessment, the IB again, shows a pitiful understanding or knowledge of the evidence from cognitive science about how humans learn. Worse, they willfully put some students and their teachers in line for failure. The fact is if you haven’t studied something and that thing comes up on the test, you just aren’t, as a 15-year-old student, going to be able to answer those questions because you are still a novice in that domain and it is unlikely that you will have learned to think like an expert in 140 hrs of teaching.
The eAssessment course is meant to be delivered with at least 70 hours of teaching in the final two years of the MYP – minimum of 140hrs – just shy of the SL DP course.
Massive workload! Hornets and butterflies
In this post, Joe Kirby writes about hornet and butterflies: ideas in teaching that have either high effort, low impact (hornets) or low effort, high impact (butterflies) – it also makes up a chapter in Battle Hymn.
By its very nature, the MYP is a collaborative project. In fact, one of its huge strengths is that it gets teachers out of their silos and working as a team. But that, collaboration inevitably increases teacher workload. For the reasons that I have outlined above, I think that ultimately, while an asset this collaboration results in low impacts for students.
Some who read this will immediately discount that statement as not chiming with their own experiences. And yes, it can look great when kids are seemingly engaged and enthused but we should not confuse this with learning and as educators, we really need to be aware of our own cognitive biases that may lead us into thinking that something is effective when it isn’t. You can read David Didau’s excellent “what if everything you knew about education was wrong” for more details of that.
But it’s not just the fact that it requires collaboration that increases the workload, it is also the fact that as a framework there is no content, leaving teachers to make content decisions as well. This is incredibly freeing but also, in practical planning terms it pushes the workload up even more and I would argue with little to be said for an increased impact on student learning. Surely a defined and prescribed content list would decrease teacher workload and have the same impact on student learning?
Finally, in its assessment, the MYP is workload heavy. In science, teachers end up having to plan lengthy assessments tasks, with clear instructions that break down the assessment criteria into student-friendly language.
Just planning summative assessments like these tasks, designing and making the supporting materials, is much more workload intense than other systems I have worked with and I am not convinced that it has any more impact on student learning.
I am not writing this to be difficult but I do hope that my thoughts here will lead to some open and honest discussion. I know that certain educational approaches have a lot of emotional appeal. I want to get away fromt this at start talking about what is best for our students rationally.