I meet many pgce students and nqts and, indeed, many experienced teachers, who have the impression that the following unproven theories are statements of fact.
I would contend that the dissemination of these unproven theories is actively suppressing teacher expectations and achievement.
Can the DfE confirm or deny that they endorse the following:
1. Teach according to Gardner's Multiple Intelligence Theory
2. Teach according to visual, auditory, kinaesthetic preference
3. Teach according to gender based brain difference
4. Teach according to Dale's Cone
5. "Effective teaching alone will eradicate Behaviour issues"
6. Collaborative pair and group work is an end in itself
7. Teachers should restrict their input in lessons and act essentially as a facilitator and allow pupils to be self directing. Restricting teacher input to between 10 and 20% of the lesson.
8. IWBs and ICT usage is an end in itself
9. Keep pupils in ignorance of their gradesmarks for fear of upsetting them
10. Only use green pens, and never red, when marking, for fear of psychologically damaging pupils
11. Are the PLTS concepts still advocated by this government?
12. Does the DfE advocate: wilf, Walt, tibs to introduce lesson objectives.
13. Does the DfE have any reliable evidence for coloured overlays to be used to aid reading?
14. Would the DfE agree with the statement "you're the boss" in that teachers have the right and responsibility to teach with authority, planning intelligently to maximize progress, adapting strategies to keep increasing their efficacy ?
15. Would the DfE agree that teachers and leaders should be critical and wary of educational theories offered in over simplistic, pseudo scientific terms that may in fact be based upon spurious "research"?
16. Are there any plans to offer guidance re: the plethora of educational theories that have developed over the last 2030 years that have now entered into common parlance in educational circles without a clear understanding if their roots, evidence or value?
DfE answers: The government does not set the content for initial teacher training and it is for providers of ITT - universities and schools - to decide how to prepare a trainee for assessment against the Teacher Standards (https:www.education.gov.ukpublicationseOrderingDownloadteachers%20
standards.pdf). We have introduced reforms to give schools much more control over initial teacher training so that it is as relevant as possible to the practical skills required to teach effectively in the classroom.
We are also freeing up heads and teachers to decide how best to teach, and therefore don't, in general, advocate particular approaches.
Regarding behaviour, we have created a legal framework that is enabling teachers to take control of the classroom. It is up to teachers to use these powers when it is necessary for them to do so - and for school
leaders to support them.
Read the Qamp;As from 21st September to 23rd October here