The first of a three-post series over three days about knowledge and skills in English.
A cornerstone of teacher training is Bloom’s taxonomy, where knowledge is placed firmly at the bottom. The advice for teachers is, move beyond low-level facts, up to higher-order skills like synthesis. But what if this advice misses the point?
My experience as an English teacher in London has helped me realise a few simple ideas:
- In English education, skills are being detached from knowledge.
- Teaching skills without knowledge doesn’t work.
- Instead, they must be integrated, like twin strands of a double helix.
So this is the first in a series of three blog posts in three days to explain what I mean.
1. Skills are being detached from knowledge in English.
The education system has reduced the amount of knowledge taught in schools, especially, from what I’ve seen, in English departments. Take, for example, the English national secondary curriculum in the six years since 2007. There’s not one text that…
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