I could perhaps have been forgiven for viewing with some trepidation the invitation to address a gathering of artificial intelligence researchers at this week’s London Festival of Learning. At their last conference, they told me, they’d discussed my field – educational neuroscience – and come away sceptical.
They’d decided neuroscience was mainly good for dispelling myths – you know the kind of thing. Fish oil is the answer to all our problems. We all have different learning styles and should be taught accordingly. I’m not going to go into it again here, but if you want to know more you can visit my website.
The AI community sometimes sees education neuroscience mainly as a Read more ›
The latest school workforce statistics, released by the Dept for Education, confirm what survey after survey have been telling us for months: schools are losing their TAs.
The government started publishing school workforce data 21 years ago. This is the first time the annual count of TAs has been lower than the previous year. The downward trend observed in secondary schools has reached primary and nursery settings – where 67% of England’s TA workforce are based – tipping the overall balance.
The table below summarises Read more ›
Thanks to everyone who has contributed to our ‘What if…?’ debates series this year, whether as speakers, attendees, livestream viewers, or colleagues behind the scenes. We couldn’t have done it without you – literally, as they say far too much these days. Watch this space for the 2018/19 programme.
To round off the series for the 17/18 academic year we set our speakers the challenge of: What if… we wanted all kids to love maths? It was quickly established that this might be quite a tall order, and that getting all kids to not hate maths was a laudable enough goal. In exploring how that might be achieved Read more ›
The teaching profession in England remains dominated by women, but as they accumulate experience in the classroom their pay gradually falls behind that of men. By the time secondary school teachers have accumulated 20 years of experience, men are earning almost £50,000 per annum yet women are earning under £45,000 per annum. In the primary phase the gap is larger, with men earning over £51,000 compared to women at just below £43,000. Data from seven years of the School Workforce Census, combined with a survey of over 2,000 teachers via the Teacher Tapp survey app provides some explanations for how this pay gap occurs.
1. Female teachers are less likely to reach leadership positions
Only a minority of teachers ever proceed to senior leadership positions. For example, in School Workforce Census in November 2016, for those with over 30 years of experience, 67% of men and 74% of women are still classroom teachers. However, as the chart below shows, men do make it into senior leadership posts at much higher rates Read more ›
I love teaching and I love learning and I hope that I will be doing both of these things for many years to come. I know that learning is something I need to do every day to keep myself up to date and to help me understand more and different concepts. As we live longer and with the knowledge that many future jobs do not yet exist, it seems pretty clear that we are all going to need to learn for much more of our lives than we currently do. Therefore, the demands on educators must surely be set for a huge increase?
However, before we feel too comfortable about the continuing demands for our profession’s expertise, we need to make sure that we are able to prepare our students (and ourselves) for a super intelligent world.
Super Intelligence is the result of blending the best of human intelligence and the best of artificial intelligence (AI) and it is what will increasingly drive our lives at work and at leisure. It’s a topic explored in my new book, to be launched at the London Festival of Learning, which starts tomorrow at the UCL Institute of Education. Read more ›