Connecting people, learning and school systems through learning schools
Written By: Author(s): Jonathan Doherty
4 min read
Chartered College of Teaching · Connect people, learning and school systems through learning schools
This article was first published as part of a global conversation about the future of teaching.
COVID-19 has had wide-reaching effects on our society, economy and on our education system. The pandemic presents an opportunity to re-examine what we do in schools and how we do this. The time is right to reflect on what we have learned from this time, and to take forward what matters most in education. We can continue educating in the old ways, or embrace this as an opportunity for change and to re-engineer learning and build a bridge to future-proofing schools.
For sustainable change to happen, there has to be 'a compelling reason to change, a clear vision of where you want to be, a coherent plan for getting there and a way of measuring and monitoring changes on an ongoing basis.' (Collarbone, 2015, p. 2). We have that reason, and in such a vision for the future, education would b
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
References
- Ball S (2013) Global Education Inc: New Policy Networks and the Neoliberal Imaginary. Oxford: Routledge.
- Centre for Education Statistics and Evaluation (2017) Cognitive Load Theory in Practice: Examples for the Classroom. New South Wales Department of Education.
- Collarbone P (2015) Leading change, changing leadership (Part 2). System change moving to the next level of performance - incorporating two case studies. CSE Occasional Paper 142: 2-3.
- Doherty J (2019) Developing schools into learning schools. Impact 5. (accessed 9 July 2020)
- Education Endowment Foundation (2018) Metacognition and self-regulated learning. Guidance report. (accessed 9 July 2020)
- Gorard S (2009) Serious doubts about school effectiveness. British Educational Research Journal 36: 745-766.
- Harris A and Jones M (2018) Leading schools as learning organizations. School Leadership & Management 38(4): 351-354.
- Kools M and Stoll L (2016) What makes a school a learning organisation. OECD Education Working Papers 137. Paris: OECD Publishing (accessed 9 July 2020).
- Mujis D (2020) Cognition, learning and educational research. Impact.
- OECD (2016) What Makes a School a Learning Organisation? A Guide for Policy Makers, School Leaders and Teachers. Paris: OECD Publishing.
- OECD (2018) Developing Schools as Learning Organisations in Wales. Implementing Education Policies. Paris: OECD Publishin
- Senge PM (1990) The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Doubleday.
- Weinstein Y, Madan CR and Sumeracki MA (2018) Teaching the science of learning. Cognitive Research: Principles and Implications 3(2): 1-17.
- Welsh Government (2017) Schools in Wales as learning organisations. Cardiff: Welsh Government.
- West-Burnham J and Groves M (2013) Schools of tomorrow. The first Beauchamp paper. Peterborough: The Beauchamp Group.
- Young M (2014) Knowledge, curriculum, and the future school. In: Young M, Lambert D and Roberts C (eds) Knowledge and the Future School: Curriculum and Social justice. London: Bloomsbury.
- Young M and Muller J (2016) Curriculum and the Specialisation of Knowledge. London: Routledge.
Please login to comment
0 Comments
Oldest
