How the torrents of righteous indignation run in these columns. I'm sorry that Hugh Humphries's experience of continuing professional development has been disappointing (TESS last week). Without knowledge of the circumstances, I cannot possibly comment.
However, would it be too much to ask him to resist yet another broad swipe at the "establishment" and give his readers a coherent explanation for his earlier efforts to tar formative assessment, co-operative learning and metacognition with the same brush he used on individualised learning in the eighties?
I'm sure some discussion about how schools today can improve the quality of individual pupils' engagement in their learning would better grace the pages of a newly-designed and refreshed TESS than the intemperate invective of recent weeks.
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