It is difficult to think of an idea in the recent educational past that has had as much traction as growth mindset. In researching this topic, I set a Google alert and was genuinely surprised at the amount of articles dedicated to, or referencing it on a daily basis. Growth mindset is a cultural juggernaut its followers are legion. However, recent evidence would suggest that it’s not the educational elixir of life that many of its proponents claim it to be. They might protest that it’s a sound theory infected by poor implementation but there is another argument to say that growth mindset was fatally flawed from the outset and it is now more virus than host at this stage.
Certainly when viewed as an intervention, there are reasons to be sceptical but when viewed as a guiding principle or a set of values, few can disagree with the power of this idea. Perhaps the problem is that growth mindset has travelled too far from its original intent and should be seen as more of a philosophy and less of an ‘intervention.’ Although we have mapped much of the terrain of how we learn, there is still a vast hinterland unavailable to us. Growth mindset appears to be a viable construct in the lab, but when administered in the classroom, doesn’t appear to be working. Rather like Dr. Rank in Ibsen’s famous play, we might be able to diagnose the illness but ultimately, we are powerless to cure it.
There is a story of uncertain origin about a visitor to the home of Nobel Prize-winning Physicist Neils Bohr who was surprised to discover a horseshoe nailed above the door of his home. This symbol of superstition was not something he expected to find at the abode of such an eminent man of science. Could the man who made such important discoveries in the fields of atomic structure and quantum theory really believe that a horseshoe brings good luck? When asked, Bohr’s reply was characteristically elusive: “of course I don’t believe in it, but I understand it brings you luck, whether you believe in it or not.” Despite a lack of evidence, in many schools today growth mindset theory functions as a kind of Bohr’s horseshoe hanging over the front gates; it ‘works’ whether you believe in it or not.
At any rate, I have written a long-ish essay on this topic for Aeon which you can read here.
One of the biggest lessons from research is that many students don’t really know how to study. Various studies have shown that students rate re-reading and highlighting as the most effective ways of revising when in reality they are often a waste of time giving an illusion of competence in the short term at the expense of long term gains.
Students may spend large amounts of additional time studying despite no gain in later memory for the items, a phenomenon called ‘‘labour-in-vain’’ during learning (Nelson & Leonesio,1988). Recent research with educationally relevant materials has shown that repeatedly reading prose passages produces limited benefits beyond a single reading. (Karpicke, Roediger, Butler, 2009)
In contrast, retrieval practice, spacing and interleaving are some of the most productive ways of revising material but how many students are familiar with this? I think there is often a tendency to focus too much on what teachers are doing and less on what students are doing.
Recently I got the chance to talk to some year 10 students from across our partnership of schools about study skills and I put together a brief guide to help them. The idea was to introduce them to five powerful approaches to studying in a language they can understand with the opportunity to apply them to a period of revision designed by them. All materials are below.
Thanks to the brilliant Olivier Cavigioli for the illustrations and design.
Once you talk students through these key principles, you can get them to plan their revision using a revision planner like this depending on how much time they have left:
You can download all materials here:
In our new book ‘What Does This Look Like in the Classroom?’ we interviewed Dylan Wiliam on how to implement research on assessment in the classroom.
A central problem in the area of assessment in the classroom has been in the way we often confuse marking and feedback. As Dylan Wiliam points out in our discussion, there is an extraordinary amount of energy expended by teachers on marking and often very little to show for it in the way of student benefit. Although feedback is one of the most effective drivers of learning, one of the more surprising findings is that a lot of it actually has a negative effect on student achievement.
A set of marked books is traditionally seen as an effective proxy for good teaching but there is a lot of evidence to say that this might not always be the case. This problem is on a scale that might surprise a lot of people:
Dylan: I once estimated that, if you price teacher’s time appropriately, in England we spend about two and a half billion pounds a year on feedback and it has almost no effect on student achievement.
Certainly students need to know where they make misconceptions or spelling errors and correcting those is important. Doing so also provides a useful diagnostic for teachers to inform what they will teach next, but the written comments at the end of a piece of work are often both the most time-consuming and also the most ineffective. For example, taking the following typical comments on a GCSE English essay:
- Try to phrase your analysis of language using more sophisticated vocabulary and phrasing.
- Try to expand on your points with more complex analysis of Macbeth’s character.
This is a good example of certain assessment practices where the feedback mainly focuses on what was deficient about it, which as Douglas Reeve’s notes, is “more like a post-mortem than a medical.” The other thing is that it doesn’t really tell the student what they need to do to improve. What is more useful to the student here? receiving vague comments like these or actually seeing sophisticated vocabulary, phrasing and analysis in action? It’s very difficult to be excellent if you don’t know what excellent looks like.
Often, teachers give both a grade and comments like those above to students, hoping that they somehow improve by the time their next piece of writing comes around a week later and then berate the student when, lo and behold, they make the same mistakes again. Perhaps part of the problem here is that we have very low expectations of what students are willing to do in response to a piece of work and do not afford them the opportunity to engage in the kind of tasks that might really improve their learning.
To address this problem, Dylan advocates a much more streamlined model of marking that is not only more manageable for teachers, but also allows students to have more ownership over the process:
Dylan: I recommend what I call ‘four quarters marking.’ I think that teachers should mark in detail, 25% of what students do, should skim another 25%, students should then self-assess about 25% with teachers monitoring the quality of that and finally, peer assessment should be the other 25%. It’s a sort of balanced diet of different kinds of marking and assessment.
Dylan Wiliam’s Four Quarters Marking (Oliver Caviglioli)
After producing a piece of work, instead of using abstract skills based success criteria, it is probably more powerful for students to have access to a bank of exemplar essays or worked solutions to see concrete examples of success against which to self-assess their own work. Marking everything in sight and leaving detailed comments is an established cultural norm now but this practice doesn’t appear to be based on good evidence. We know for example that many students will look at a grade and not engage with the feedback but is that feedback always useful anyway?
As we discuss in the book, a common issue we see again and again in using research in the classroom is the ‘Chinese whisper effect’ where by the time evidence works its way down to the level of the classroom, it’s a pale imitation of its original form. This is especially prevalent in the area of marking where convoluted policies such as triple marking are enacted as a means of raising pupil achievement whereas all they are doing is often increasing teacher workload. As Dylan Wiliam reminds us, “feedback should be more work for the recipient than the donor,” but how do you change a culture that has traditionally been the opposite?
Dylan: In terms of what we do about this, I would say first of all, headteachers should lay down clear expectation to parents and say things like, “We are not going to give detailed feedback on more than 25% of what your child does. The reason for that is not because we’re lazy. It’s because there are better uses we could make of that time. We could mark everything your child does, but that would lead to lower quality teaching and then your child will learn less.” Heads have to establish those cultural norms. If a teacher is marking everything your child does, it’s bad teaching. It is using time in a way that does not have the greatest benefit for students.
As a profession, we are too some extent, we are our own worst enemy. Using marking policies that have little impact on student achievement and a negative impact on teacher workload and morale makes little sense. By adopting an approach like four quarters marking, we might go some way to address this issue and at the same time, give students more ownership over their own learning.
‘What Does This Look Like in the Classroom?’ is out later this month.
On an indecently hot day in Texas, professor Jerry B. Harvey was visiting his wife’s family when his father-in-law suggested they visit a new restaurant in the town of Abilene to which his wife exclaimed “sounds like a great idea.” Harvey had reservations about this however, as a 53 mile trip in a car with no air-conditioning sounded terrible to him, but not wanting to rock the boat he also proclaimed this a good idea and asked his mother in law if she wanted to go. As she was now the only one in the group who had not yet expressed agreement with this “great idea,” she also said they should go, and so they began their journey to Abilene. However, as Harvey explains, the trip was not a success:
My predictions were fulfilled. The heat was brutal. Perspiration had cemented a fine layer of dust to our skin by the time we had arrived. The cafeteria’s food could serve as a first-rate prop in an antacid commercial.
Some four hours and 106 miles later, we returned to Coleman, hot and exhausted. We silently sat in front of the fan for a long time. Then to be sociable, I dishonestly said, “It was a great trip wasn’t it?”
No one spoke.
After a while, his mother-in-law admitted that she never really wanted to go but only did so because she thought everyone else wanted to and didn’t want to cause a fuss, to which his wife also protested that she never really wanted to go either which then lead to a volley of argument. Eventually his father in law broke the silence and exclaimed in a long Texas drawl: “Shee-it. Listen, I never wanted to go to Abilene. I just thought you might be bored. You visit so seldom I wanted to be sure you enjoyed it. I would have preferred to play another game of dominoes and eat the leftovers in the icebox.” This experience led to Harvey coining the term ‘the Abilene paradox’ to explain a curious aspect of group dynamics in which the opposite of what everyone wants is tacitly created by the group who thinks they are agreeing with what everyone else wants.
After the outburst of recrimination we all sat back in silence. Here we were, four reasonably sensible people who, of our own volition, had just taken a 106-mile trip across a godforsaken desert in a furnace-like temperature through a cloud-like dust storm to eat unpalatable food at a hole-in-the-wall cafeteria in Abilene, when none of us had really wanted to go. In fact, to be more accurate, we’d done just the opposite of what we wanted to do. The whole situation simply didn’t make sense.
The Abeline paradox lies in the fact that we have problems not with disagreement, but rather with agreement. It is characterised by groups of people in an organisation privately agreeing that one course of action makes sense but failing to properly communicate those ideas and then collectively stumbling to what they think is the right course of action or what everyone else wants. Eventually an inaccurate picture of what to do emerges and based on that, the organisation takes steps towards actions that nobody really wants and which is ultimately counterproductive to the aims of the organisation itself.
You can witness the Abilene paradox at work in many schools. Often this takes the form of ill-considered marking policies which increase teacher workload to the point of exhaustion, endless tracking and monitoring of students, behaviour policies which punish the teacher more than the student who misbehaves, and graded lesson observations where teachers abandon what they normally do to put on a one-off, all singing, all dancing lesson for the observer, because that’s what everyone thinks that’s what inspectors want.
A lot of this can be accounted for by innate cognitive biases such as groupthink but it can also be exacerbated by either poor evidence, as in the case of learning styles or a poor understanding and misappropriation of good evidence as in the case of formative assessment. With the emergence of a solid evidence base, we might just be able to defend ourselves from these kind of cognitive biases if they are communicated clearly and appropriated effectively as part of a broader discussion about the values of a school. At it’s best, good evidence can act as a bulwark against the tsunami of nonsense that has so often washed over our schools. If we fail to have these important discussions and simply go with what we think might work, then we are at risk of loading the entire staff onto the school mini-bus and heading off to Abilene.
This is an excerpt taken from the forthcoming book ‘What Does This Look Like in the Classroom? Bridging the Gap Between Research and Practice
I was asked to write a piece for the Guardian Teacher network on what books teachers should read. You can read it here.
1. Motivation doesn’t always lead to achievement, but achievement often leads to motivation.
While there is a strong correlation between self perception and achievement and we tend to think of it in that order, the actual effect of achievement on self perception is stronger than the other way round (Guay, Marsh and Boivin, 2003.) It may well be the case that using time and resources to improve student academic achievement directly may well be a better agent of psychological change than psychological interventions themselves. Daniel Muijs and David Reynolds (2011) note that:
At the end of the day, the research reviewed shows that the effect of achievement on self-concept is stronger that the effect of self-concept on achievement.
Despite this, a lot of interventions in education seem to have the causal arrow pointed the wrong way round. Motivational posters and talks are often a waste of time and may well give students a deluded notion of what success actually means. In my experience, teaching students how to write an effective introduction to an essay through close instruction, careful scaffolding and then praising their effort in getting there is a far more effective way of improving confidence than showing them a TED talk about how unique they are.
2. Just because they’re engaged doesn’t mean they’re learning anything.
One of the slides from a talk that has stuck with me the most in recent years was this one from Professor Rob Coe which in which he criticised graded lesson observations and highlighted several performance indicators for learning which are actually very misleading:
This again is quite a counterintuitive claim. Why is engagement is such a poor proxy indicator – surely the busier they are, the more they are learning? This paradox is explored by Graham Nuthall in his book ‘The Hidden Lives of Learners,’ (2007) in which he writes:
“Our research shows that students can be busiest and most involved with material they already know. In most of the classrooms we have studied, each student already knows about 40-50% of what the teacher is teaching.” p.24
Nuthall’s work shows that students are far more likely to get stuck into tasks they’re comfortable with and already know how to do as opposed to the more uncomfortable enterprise of grappling with uncertainty and indeterminate tasks.
3. Marking and feedback are not the same thing.
This subtle difference may seem semantic but there is an important distinction to be made. The value in marking a piece of work may counterintuitively be of more benefit to the teacher than the student as David Didau explains:
While there’s no doubt that marking and feedback are connected, they are not the same. In some parts of the world – Japan for instance – teachers do very little marking but that’s not to say students are not getting feedback. From my own experience, I’m pretty sure it’s possible to make marks in students’ books without providing anything in the way of useful feedback and of course lots of thinking (some of it disastrous) has been done to try to prevent this from happening. Ask any group of teachers if their marking load has increased dramatically in past five years and they’ll fall over themselves to let you know just how much impact marking has on their lives, but what impact does it have on students’ outcomes? The answer is, we just don’t know.
4. Feedback should be more work for the recipient than the donor.
Possibly the most damaging misappropriation of research in my career has been the mangling of Assessment For Learning – a quagmire from which we are now only beginning to emerge. Not long after Dylan Wiliam’s seminal 1998 ‘Inside the Black Box’ became adopted at a national level, school leaders and policy makers managed to twist it into a pale imitation of its original form as AFL became about students memorising what level they were working at and teachers marking books at a level that defied sense in order to show ‘evidence’ of learning. But for feedback to be truly meaningful to students, they need to take ownership of it which may well mean not giving levels to a piece of work at all and instead just leaving comments for the student to reflect and act upon. As Dylan Wiliam writes:
Robyn Renee Jackson suggests that one of the most important principles for teachers is “Never work harder than your students” (Jackson, 2009). I regularly ask teachers whether they believe their students spend as long processing feedback as it takes for the teacher to provide it. Few teachers say yes. We spend far too much time giving feedback that’s either completely ignored or given scant attention.
5. (a) The steps needed to achieve a skill may look very different to the final skill itself.
If you want to get good at a certain skill then surely the best way to get good at it is to practice that particular skill right? Well not according to the tenets of deliberate practice which asserts a more indirect approach that breaks a global skill down into its constituent local parts and focuses on specific feedback and incremental improvement rather than a set of assessment criteria/performance descriptors that are “aimed at some vague overall improvement.” (Ericsson) In her book ‘Making Good Progress’, Daisy Christodoulou writes:
Whilst skills such as literacy, numeracy, problem solving and critical thinking are still the end point of education, this does not mean that pupils always need to be practising such skills in their final format. Instead, the role of the teacher and indeed, the various parts of the education system, should be to break down such skills into their component parts, and to teach those instead. This means that lessons may look very different from the final skill they are hoping to instil. For example, a lesson which aims to teach pupils reading may involve pupils learning letter-sound correspondences. A lesson with the ultimate aim of teaching pupils to solve maths problems may involve them memorising their times tables. The idea here is that the best way to develop skills does not always look like the skill itself.
5. (b). There is no such thing as developing a ‘general’ skill.
Of course, critical thinking is an essential part of any student’s mental equipment. However, it cannot be detached from context. Teaching students generic ‘thinking skills’ separate from the rest of the curriculum is often meaningless and ineffective. As Daniel Willingham puts it:
[I]f you remind a student to ‘look at an issue from multiple perspectives’ often enough, he will learn that he ought to do so, but if he doesn’t know much about an issue, he can’t think about it from multiple perspectives … critical thinking (as well as scientific thinking and other domain-based thinking) is not a skill. There is not a set of critical thinking skills that can be acquired and deployed regardless of context.
This detachment of cognitive ideals from contextual knowledge is not confined to the learning of critical thinking. Some schools laud themselves for placing ‘21st-century learning skills’ at the heart of their mission but without anchoring them in domain specific contexts, they are often a waste of time. Anders Ericsson develops this point:
This explains a crucial fact about expert performance in general: there is no such thing as developing a general skill. You don’t train your memory; you train your memory for strings of digits or for collections of words or people’s faces. You don’t train to become an athlete; you train to become a gymnast or sprinter or a marathoner or a swimmer or a basketball player. You don’t train to become a doctor; you train to become a diagnostician or a pathologist or a neurosurgeon.
Writing in 1985, Neil Postman made the interesting observation that of the first fifteen U.S. presidents, many of them could walk down the street without being physically recognised yet they would be instantly identifiable by things they had written or speeches they had delivered. Today the opposite is true.
Postman saw 1980s America as a world that celebrated the transient and the superficial, where the power of the written word as a space to formulate and expand on complex arguments gave way to impressionistic understanding and surface engagement. He claims the 19th century was the apogee of human thought where the act of undistracted reading in particular represented “both their connection to and their model of the world.” He saw the advent of mass entertainment TV in the 1980s as a tipping point characterised by an over-saturation of information to the point of total distraction:
“Information is now a commodity that can be bought and sold, or used as a form of entertainment, or worn like a garment to enhance one’s status. It comes indiscriminately, directed at no one in particular, disconnected from usefulness; we are glutted with information, drowning in information, have no control over it, don’t know what to do with it.”
What’s remarkable about Postman’s dystopian vision is that it was written before the advent of the Internet. The dizzying amount of information now produced daily would have been inconceivable to him yet many of its stupefying effects would have been instantly recognisable. If TV was having this effect on adults 30 years ago, what impact is the Internet having on young people today?
An important new study on student use of the technology has shown that students who have access to the Internet in the classroom are being distracted out of learning in any kind of meaningful way. Students who used laptops in lessons voluntarily logged into a proxy server which monitored their in-class behaviour and researchers found that “the average time spent browsing the web for non-class-related purposes was 37 minutes. Students spent the most time on social media, reading email, shopping for items such as clothes and watching videos.”
An essential point to make here is that an adult using the Internet is not the same as a 15 year old using it. Most adults have developed schemas of knowledge that allow them to navigate the great highways of the Internet, identify subtle exits, negotiate fruitful side-roads and avoid potential dead ends. Asking kids to ‘research a topic on the Internet’ is like dropping a five year old on a motorway and expecting them to find their way home on their tricycle.
An older friend of mine who is a history teacher remarked to me recently that it was about 15 years ago that students who were asked to write assignments on Martin Luther King started handing in essays on the American civil rights leader who nailed 95 theses on a church door in Wittenberg in the 16th century and subsequently led the Protestant Church movement until his tragic assassination in 1968. Simply unleashing kids on the Internet with the vague justification of ’21st century skills’ is not just largely ineffective but a dereliction of duty.
Many techno-evangelists cite the vague concept of ‘creativity’ as a justification for the Internet in our classrooms but as Andrew Keen presciently pointed out ten years ago, as ‘truth’ becomes a relative term, not only is real creativity threatened but the wider implications for society are perhaps far more concerning:
This undermining of truth is threatening the quality of civil public discourse, encouraging plagiarism and intellectual property theft, and stifling creativity. When advertising and public relations are disguised as news, the line between fact and fiction becomes blurred. Instead of more community, knowledge, or culture, all that Web 2.0 really delivers is more dubious content from anonymous sources, hijacking our time and playing to our gullibility.
In a recent New York Times opinion piece, Darren Rosenblum noted that when teaching a unit on what he thought would be the engaging topic of sexuality and the law, his attempts to provoke discussion with his students was met with a “slew of laptops staring back” at him. He subsequently appealed to students not to bring laptops and created what he felt was a more human connection which in turn led to a better environment for learning: “Energized by the connection, we moved faster, further and deeper into the material.”
Laptops at best reduce education to the clackety-clack of transcribing lectures on shiny screens and, at worst, provide students with a constant escape from whatever is hard, challenging or uncomfortable about learning.
And that’s the thing about learning, it should be hard. It should be initially challenging and uncomfortable in the short term in order to be effective in the long term, but the ubiquitous and pervasive nature of Web 2.0 Internet has produced some disturbing effects on young people. As Simon Sinek has recently pointed out, there are some worrying trends in the millennial generation who are often characterised by chronically low self esteem, (facilitated he claims, by failed parenting strategies among other things) who now look to Facebook and Instagram approval to fix their lack of self-worth rather than human interaction and who are exhibiting behaviours that are profoundly addictive in nature.
It’s a bleak view of the future, often described as dystopian but for Neil Postman, there is an interesting distinction between the dystopian visions of Orwell’s ‘1984’ and Huxley’s ‘Brave New World.’ The former portrayed a bleak vision of oppressive state control in the form of Big Brother which sought to actively ban expression and limit human agency, however in ‘Brave New World’ there is a far more horrifying phenomenon at work:
In Huxley’s vision, no Big Brother is required to deprive people of their autonomy, maturity and history. As he saw it, people will come to love their oppression, to adore the technologies that undo their capacities to think. What Orwell feared were those who would ban books. What Huxley feared was that there would be no reason to ban a book, for there would be no one who wanted to read one.
Technology has afforded us some incredible opportunities for education, such as comparative judgement or the JSTOR Shakespeare digital library and there are some good examples of purposeful, well structured environments but increasingly, we are suffering from what Sartre called ‘the agony of choice’ as we become more and more connected the the Internet of Things. Allowing kids to browse the Internet in a lesson and then expecting they will work productively is like bringing them to McDonald’s and hoping they’ll order the salad.
Techno-evangelists have sold us the Internet as a form of emancipation, freeing us from the ‘factory model’ of education (despite the fact the evidence for this is thin) but often technology in education seems to represent a solution in search of a problem that actually gets in the way of learning. Perhaps the most liberating and empowering thing we can do for young people today is to create a space for them where they can read the great works of human thought undisturbed and without distraction, for at least a short while.
Being an air traffic controller is hard. Really hard. The job entails having to remember vast amounts of fluid information often within a context of enormous pressure. Essentially the job is about ‘situational awareness’ which involves “the continuous extraction of environmental information, the integration of this information with prior knowledge to form a coherent understanding of the present situation.” The job is sometimes done under extreme duress, where they have to make life or death decisions often with a lack of sleep leading in some cases to long-term fatigue and burnout. So stressful is the job that they are eligible for retirement at age 50 or after 25 years of service.
In the 1960s, a series of interesting experiments was done on air traffic controllers. Researchers wanted to explore if they had a general enhanced ability to “keep track of a number of things at once”  and whether that skill could be applied to other situations. After observing their sophisticated abilities in air traffic control, they then gave them a set of generic memory based tasks with shapes and colours. The extraordinary thing was that when tested on these skills outside their own area of expertise the air traffic controllers did no better than anyone else.
These findings challenged contemporary thinking on generic skills. Surely they had developed a set of general cognitive capacities that could be used in other areas or ‘domains’? The evidence suggested the opposite. In order to be good in a specific domain you need to know a lot about that specific domain and moreover, “the more complex the domain, the more important is domain-specific knowledge.” This phenomenon is now well established and has been replicated many times. Other research for example has shown that the ability to remember long strings of digits does not transfer to the ability to remember long strings of letters. Indeed, we all know very ‘clever’ people in their professional lives who seem to often make very stupid decisions in their personal lives:
“A person who is able to reason logically in science may show no such ability in his or her personal life or in any areas outside of his or her areas of science. Knowing that we should only test one variable at a time when conducting a scientific experiment is critical. Outside of hypothesis testing, it may be irrelevant, with other knowledge being pre-eminent.” 
Take another example, sport. Within a football team you have many different types of positions or ‘domains’ such as goalkeepers, defenders and attackers. Within those domains you have further categories such as centre backs, full backs, attacking midfielders, holding midfielders and attacking players. Now the ‘general skill’ that all these players have is the ability to play football, however if you put a left back in a striker’s position or put a central midfielder in goal they would be lost.
A footballer’s ability to be effective in a particular position or domain is based on years of experience where they have built up thousands of mental models from playing the game in that particular position so that when they have to perform at a high level they can do so with faster reaction times and their full concentration can go on anticipating the complexities of the game faster than their opponent. Of course there are elements that are consistent with each position such as touch and technical ability but they look very different in each position and are heavily context specific. For example, a central defender heading a ball away to safety is very different to a striker heading a goal and the types of positioning and runs an attacking player needs to make are radically different to those of a defender. In other words, elite footballers are not “good at football” as such, they’re good at being a left back, defensive midfielder or attacker.
Despite the growing body of evidence questioning the efficacy of teaching general skills in recent years, there is still a near constant refrain for them to be prioritised in schools. This usually takes the form of generic “critical thinking skills” often taught in some form for an hour or two a week and decontextualised from any specific subject. This is a problem as Dan Willingham reminds us
Critical thinking (as well as scientific thinking and other domain-based thinking) is not a skill. There is not a set of critical thinking skills that can be acquired and deployed regardless of context.”
Thus, if you remind a student to “look at an issue from multiple perspectives” often enough, he will learn that he ought to do so, but if he doesn’t know much about an issue, he can’t think about it from multiple perspectives. 
Another problematic area is the diaphanous world of “21st century learning skills” which some schools have made a central part of their mission. It’s even been suggested that some of these nebulous skills are now as important as literacy and should be afforded the same status. An example of this is brain training games whose proponents claim can help kids become smarter, more alert, and able to learn faster. However recent research has shown that brain training games are really only good for one thing – getting good a brain training games. The claim that they offer students a general set of critical or problem solving skills was recently debunked by a new study reviewing over 130 papers :
We know of no evidence for broad-based improvement in cognition, academic achievement, professional performance, and/or social competencies that derives from decontextualized practice of cognitive skills devoid of domain-specific content.
Instead of teaching generic critical thinking skills, an alternative strategy would be to focus instead on subject specific critical thinking skills that seek to broaden student’s individual subject knowledge and unlock the unique, intricate mysteries of each subject. This goes for other dispositions and faculties taught generically such as Growth Mindset and Grit – students may well have a Growth Mindset in English but not in Maths, and yet the concept is often portrayed to students as a general capacity that can supposedly function in a transversal way across all subjects.(Despite the fact that the jury is still out on whether these can be taught at all.)
In the same way that teaching knowledge devoid of any platform for students to discuss, explore and develop that knowledge makes no sense, the teaching of standalone, decontextualised general skills is a questionable practice at best. It’s enduring appeal is probably in the fact that the concept seems so intuitively right yet when the evidence is appraised we find their justification weak. To those advocates of the ubiquitous critical thinking skills we might risk the question: “but what are they going to think with?” As Dan Willingham reminds us “thought processes are intertwined with what is being thought about.”
The Role of Memory in Air Traffic Control (Gronlund, Dougherty)
Domain-Specific Knowledge and Why Teaching Generic Skills Does not Work (Tricot, Sweller 2014)
Critical Thinking: Why Is It So Hard to Teach? (Willingham)
Do “Brain-Training” Programs Work? (Simons et al 2016)
1 (Dominquez, 1994)
2 (Yntema & Mueser, 1960)
3 (Ericsson & Charness, 1994)
4 (Tricot, Sweller 2014)
5 (Tricot, Sweller 2014)
6 (Willingham 2007)
In the 1930s endocrinologist Hans Selye differentiated between two types of stress, distress and eustress. We are all familiar with the first term but perhaps less with the second term which refers to a positive response to external stressors leading to a state of optimism, confidence and agency, in other words ‘good stress.’ The origins of this model has its roots in 1908 when psychologists Robert M. Yerkes and John Dillingham Dodson posited that productivity is directly correlated with an optimal state of stress. Too little of it and you get nothing done, too much of it and you get nothing done either.
A key concern of anyone working in education is monitoring the stress levels of staff and students. Of course we don’t want anyone to be in a state of distress but we now live in an age that often views all stress as distress without acknowledging the benefits of eustress. Is it possible to imagine a more ‘stress-tolerant’ culture where students embrace a ‘sweet spot’ or optimal level of stress, one where we could engender a atmosphere of positive challenge and agency? As Ben Martynoga points out:
This is where good teachers and managers should push their charges: to the sweet spot that separates predictable tedium from chaotic overload. Where stress gets more persistent, unmanageable and damaging, Selye calls it “distress”. Eustress and distress have identical biological bases; they are simply found at different points on the same curve.
The key point here is that both of these states are responses to external stressors as opposed to being caused by events themselves, in other words, perception is everything. A key question here is in what way do educators shape the perception that all stress is distress?
Broadly there are two responses to stress, an initial avoidance and then subsequent coping strategies. For a group of Yale researchers, both of these approaches deny the benefits of eustress because they perpetuate the idea that all stress is bad:
These approaches advocate and perpetuate the mindset that stress-is-debilitating, a mindset that not only is partly inaccurate but may also be counter-effective. Even hardiness and resilience approaches to stress, while acknowledging the enhancing outcomes, still ultimately affirm the mindset that the debilitating effects of stress must be managed or avoided.
In contrast to the “stress-is-debilitating” mindset, these researchers discovered that students could be primed to adopt a “stress-is-enhancing” mindset in which they embraced a certain level of stress and which resulted in them being more open to seeking help, more open to feedback, which led to lower levels of distress overall and which had “positive consequences relating to improved health and work performance.” This “stress-is-enhancing” mindset has many resonances with Robert Bjork’s notion of desirable difficulties.
We are all familiar with the”stress-is-debilitating” mindset. When we have open ended large tasks, we are often are on the left of the Yerkes-Dodson curve, with little or no stress and thus no stimulation to act, but when the deadline is looming, we find ourselves often on the right of that curve, in a state of paralysis, unable to act and making poor decisions in an effort to alleviate the distress. Clearly then the ‘sweet spot’ is to be in a state of eustress, characterised by hope, excitement, active engagement, (O Sullivan, 2010) and that feeling that you are in control of the task you are faced with.
While there are some serious external stressors that are debilitating no matter what your response to them, two questions worth asking are:
- Are the kinds of tasks we are asking students to do genuinely placing them in a state of distress or could they be seen more positively as a potential state of eustress?
- Are we focusing on teaching methods that actually increase distress such as a focus on the storing of information as opposed to the retrieval of it?
In education research there is often very little consensus, but one area in which there is almost unanimous agreement is in the testing effect. We now know that the worst thing we can advise students to do in terms of revision is to re-read material and highlight key points, and that the most effective thing we can advise them to do is to practice retrieving information through testing, preferable through self testing, low stakes quizzing and flash cards. This distinction between storage and retrieval processes is well researched as Roediger and Butler explain:
“The testing effect is a robust phenomenon: The basic finding has been replicated over a hundred times and its generalizability is well established.”
So we know that testing is beneficial for learning but yet the general perception of testing seems to be altogether negative. Is the problem not just the high stakes nature of them but also how students are prepared for them? If students are using poor study techniques like re-reading and highlighting material for most of the school year within a curriculum that is not interleaved but focuses on mass practice, is it any wonder that they enter a state of distress when they enter exam season?
Stress experienced early in life can be debilitating and potentially devastating if compounded throughout life. Where children experience prolonged periods of distress they need the proper help and support to enable them to cope and we clearly have some way to go in this area. But are the kinds of tasks that we are asking them to do in schools genuinely creating a state of distress? If stress is a often a question of perception as Selye claimed then to what extent is it helpful to portray testing and exams for example as a key contributor to a “mental health crisis spiralling out of control?”
Stress is a very difficult area because it is highly subjective and often results in emotional and sometimes irrational reactions to it. We all want to create a healthy, productive atmosphere for staff and students in which they feel they have agency over their future and in which they don’t feel overwhelmed by external stressors but by viewing all stress as distress without harnessing the hidden benefits of eustress, we might just be missing a trick.
Diamond DM, et al. (2007). “The Temporal Dynamics Model of Emotional Memory Processing: A Synthesis on the Neurobiological Basis of Stress-Induced Amnesia, Flashbulb and Traumatic Memories, and the Yerkes-Dodson Law”. Neural Plasticity: 33. doi:10.1155/2007/60803. PMID 17641736.–
O’Sullivan, Geraldine (18 July 2010). “The Relationship Between Hope, Eustress, Self-Efficacy, and Life Satisfaction Among Undergraduates”. Social Indicators Research 101 (1): 155–172. doi:10.1007/s11205-010-9662-z.
On the 3rd May 2015, Chelsea won the Premier League title with three games to spare. For manager Jose Mourinho, it was his 21st trophy, marking him out as the most decorated manager in recent club football history. In August he was rewarded with a multi-million pound contract that would see him at the club until 2019. By December he was sacked.
The club had inexplicably nosedived in the new season with reports of “palpable discord” in the dressing room exacerbated by his public admonishment and subsequent ostracism of team doctor and well respected member of the group, Eva Carnerio. One of the major questions that emerged from Mourinho’s “annus horribilis” is how did a group of players who won the league at a canter a matter of months ago, capitulate in such a dramatic fashion?
In direct contrast to this, in 2016 we witnessed possibly the greatest sporting phenomenon in English football history with Leicester City winning the Premier League, a feat made all the more remarkable by the fact that at the same time the previous year they were bottom of the league and fighting for their lives to even stay in it. The difference appears to be their new manager, the genial Claudio Ranieri who has elevated a disparate band of largely unknown players to the pinnacle of football history within less than a year by fostering an indomitable team spirit that has seen each and every player performing well beyond their limits.
Great teachers have much in common with great coaches. They have a vertiginous knowledge of their field with an infectious passion for it, and they can communicate that passion clearly and in ways that inspire. They have an unquestionable authority, the total respect of the players in their charge and crucially, they can engender trust and belief in their team to the extent that they will walk through walls for them. Conversely, if that relationship breaks down, players can be shadows of their former selves; aimless, lacking in confidence and self-belief and playing ‘within themselves.’
Anyone working in education has experienced this same dynamic, either themselves as students through a teacher who ignited a passion for the subject they went on to study, or through witnessing that colleague who unfailingly seems to get the best out of even the most resistant of students. I’m not talking about teachers who are well liked and who allow students to “define their own learning” (often described as a “legend”) but teachers who set high expectations, command genuine respect and trust, who model the kind of behaviour they expect, who have the authority to create a scholarly space that allows kids to really achieve, who have the ability to make students believe they are better than they ever thought they could be, and who can transmit their own obsession for their subject into a lifelong appreciation of it from their students.
Yet this element is rarely mentioned in education research. Possibly because there is no effective way of measuring such a thing and possibly because it is the elephant in the room that many simply don’t want to face. The uncomfortable truth is that without the respect and trust of their students, a teacher will often be ineffective no matter how many interventions they try or how many leadership training courses they are sent on.
One of the many blind spots in education research is that it often doesn’t take into account the context in which an particular approach occurs, which makes comparing ‘like for like’ extremely problematic and which has resulted in widely differing interpretations of what works.
However, despite the fact there is often very little consensus in education research, one area in which there is almost unanimous agreement is in feedback as the most effective agent of learning. For Dylan Wiliam, in order for this approach to function properly, context is all important and a healthy relationship between teacher and pupil is paramount:
“In the end, it all comes down to the relationship between the teacher and the student. To give effective feedback, the teacher needs to know the student—to understand what feedback the student needs right now. And to receive feedback in a meaningful way, the student needs to trust the teacher—to believe that the teacher knows what he or she is talking about and has the student’s best interests at heart. Without this trust, the student is unlikely to invest the time and effort needed to absorb and use the feedback.”
There isn’t a lot of research in this area but one interesting (yet somewhat disturbing) study conducted by Hunter Gehlbach from Harvard in which researchers tried to improve teacher/student relationships by showing areas where they had something in common, has yielded some intriguing results:
“For the experiment he had in mind, Hunter and his team created a survey for students and teachers of a ninth-grade class. The researchers then selectively shared examples from the survey results with teachers and students to show them that they had things in common. When Hunter examined the test scores of students who had been induced to see that they had things in common with their teachers, he found something astonishing: students — especially minorities — suddenly started to perform better in class.”
This study is yet to be replicated and there are many problematic aspects of it, but it does perhaps signal a new avenue of enquiry that moves away from focussing on disembodied education interventions and instead focuses on the context in which those interventions take place. If a teacher doesn’t have authority and the respect of his students, does it matter what approach they take?
It’s not a teacher’s job to be liked or popular, but it is their job to ensure students can achieve their potential and ideally, open their minds up to wonders of Shakespeare, Newtonian Physics or Minoan civilisation. If the strength of the relationship between teacher and pupil is the determining factor in how well students engage with their subject then maybe we need to talk about this rather than focussing on a set of ‘what works’ interventions that no matter how well evidenced, won’t work if the teacher has ‘lost the dressing room.’