On evaluation, a US perspective

This is about "assessing" teaching, which means evaluating it in UK terms. I've linked to it because it raises a number of questions about the similarities and differences in approach between educational cultures in the US and the UK. They are much freer from external regulation; indeed from our perspective it not always clear just what guarantees consistency of standards between and within institutions. (But they seem to do all right without it...)

But to cite Socrates and eros as the alternative model? Not even Coffield's latest pamphlet (of which more later) would adopt that rhetoric.

On Threshold Concepts "in the wild"

The link is to a paper Renee Meyers and I presented at the Threshold Concepts; from theory to practice conference in Kingston Ontario, in June. Peter Hadfield contributed to the research and writing but was not able to attend to present, unfortunately. It's fairly self-explanatory (it also explains why this blog has been quiet for a few weeks!) but comments will be welcome.

On advertising styles and teaching styles

On "Thinking Allowed" this week, there was a discussion of advertising, which included the question of differing US and British approaches. In the US, a contributor argued, an agency is expected to sell hard, and full on; it would never be allowed to get away with the British approach, which relies on humour and is frequently quite oblique and sometimes downright obscure.

The typology works in relation to teaching, too. There is pressure from curriculum authorities and validating bodies and assessment regimes to get the message across full on. Spell it out! Simplify! Use technology (even when it can't add anything)! The FE system, and increasingly HE is dominated by this simplistic approach.

My own preference of course is for indirect teaching, rather more like the British approach to advertising. Of course it is not as obvious when it is working, and sadly, increasingly students used to the "US" model find it difficult to relate to. So perhaps it is appropriate that I am retiring.

But I was interested to come across a ten-year-old book this week which—from the kind of critical perspective of ten years ago, but also from the USA—explored quite comprehensibly the nature of the teaching and learning encounter, and how and why the "US model" inhibits learning rather than encourages it.

Ellsworth E (1997) Teaching Positions; difference, pedagogy and the power of address Columbia; Teachers' College Press.