For a few years now, the UK’s Education Endowment Foundation (EEF) has been hawking its big idea of metacognition and self-regulation. It is currently the second most effective ‘strand’ of their Teaching and Learning Toolkit, with implementation giving seven months of spurious extra progress, after recently being demoted from a spurious eight months.
I wrote a critique of this strand for The Chartered College of Teaching’s summer edition of their Impact magazine, which was edited by Jonathan Sharples of the EEF. Having accepted my abstract, they declined to print my article, even after I suggested that they should print it alongside a rebuttal. I have still had no response to my points from anyone at the EEF and I don’t expect I ever will.
One of the many issues I raised was that of Philosophy for Children (P4C). This is a generic thinking skills programme that is included…
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