In 2021 I discovered that very few people know much about self-directed education.Mostly what people 'know' is that it doesn't work & so they don't need to learn any more about it. I venture to disagree, but some myths just keep coming back. Here are some of my favourites.1/
SDE is the same as 'minimal guidance' and has been shown not to be effective. False. Minimal guidance is the control condition for studies on direct instruction. It has nothing at all to do with SDE which often involves a lot of adult involvement and guidance.2/
SDE can't work for complex skills such as reading and mathematics.These skills are 'biologically secondary' and require formal schooling. False. Research by Pattison&Thomas demonstrated how children learn skills such as reading informally when outside school.3/
Young people make bad choices sometimes, so SDE can't work. False. Giving schooled YP choices for an hour or two is not the same as SDE and the process of learning to make choices is one where doing it matters.We get better at making choices, through making choices. 4/
Children dislike and resist homework, so SDE can't work. False. Homework is not SDE. It's more like remote controlled education. Teachers set the goals and tasks and expect kids to do what they are told. No space for real self-direction here. 5/
Young people will never choose to do difficult subjects, so SDE can't work. Force is required. False. I know SD young people studying multiple languages, advanced mathematics and musical instruments .Adults take on challenges, why don't we trust young people to do the same? 6/
SDE doesn't work for neurodivergent young people. They need structure. False. Many, perhaps most, SD young people are neurodivergent. They thrive in many ways when they are no longer expected to conform to school norms and are away from the pressure. 7/
SDE only works for those who would have been successful anyway, the most privileged. False. Most SD young people are those who were struggling or extremely unhappy at school. It provides another chance for many who were excluded or unable to attend school. 8/
SDE means giving up on ideas of university and qualifications. False. It means young people can choose what is important to them and pursue that. If that involves getting qualifications and going to university, there's no reason why they can't do that. 9/
The question for me is, what is it about the idea that young people can have autonomy over their learning which is so threatening for many adults that they dismiss it without even understanding what they are dismissing? 10/
Maybe in 2022 I'll work out how to explain it better. Either way, I'm not giving up. Happy New Year. 11/
• • •
Missing some Tweet in this thread? You can try to
force a refresh
When children are unhappy at school, their parents often feel intense shame. It's no easier for the young people themselves. When I was a teenager, I refused to go to school. I can still feel the distress of that time in my body. 1/ link.medium.com/J2MQasxeolb
I started a new school and nothing went right there. My peers rejected me and I found the lessons boring and pointless. Soon I started to feel actually ill when I went to school. Heavy, achey, tired. My glands swelled up. 2/
As an adult, I know that my body often responds in this way to an environment which isn't right. I've had all sorts of physical symptoms which tell me when something isn't the right place for me. Prickles under my skin, headaches, a buzzing in my ears. 3/
"They seem fine to me". I work with many parents whose children are really unhappy at school. The pressure on them to pretend to outsiders that everything is 'fine' is immense. 1/
These parents often feel shame. Shame that their child isn't fitting in and 'doing well', shame because schools often suggest that they must be doing something wrong, and shame because 'everyone else seems fine'. 2/
Shame because they have often felt forced to do things they would never have chosen, like bring a child to school in their pyjamas, or leave them screaming at the door of the classroom. Shame because every morning and afternoon is so hard. 3/
This is not the case and @tes I think an editorial comment should be added to make this clear. Cognitive science does not show that teacher-led learning is best. 1/
@tes I assume she is referring to the #cogsci models which are theories of information processing. The models themselves are silent on the question of how that information is provided and the context. 2/
@tes Many have extrapolated from the #cogsci models to claim that particular education techniques are based on science, but the evidence for this extrapolation is nothing like as strong as the basic model, as the EEF review by @TWPerry1&colleagues shows. 3/educationendowmentfoundation.org.uk/news/new-what-…
I often say that feeling a lack of control over your life contributes to poor mental health - and recently several people have asked for my evidence. It's such a well-established finding in psychology that I hadn't realised that it wasn't well known in the wider population.1/
This comes from many psychological theories - one I use is cognitive theory, which suggests that particular thoughts and beliefs about the world (like, I have no control, or I can't change anything) underpin and lead to emotional responses such as depression. 2/
It is also very well backed up with evidence. The research talks about control in many different ways, but one important way is agency - the belief that you can make choices and decisions to influence events and have an impact on the world. 3/
Mary Helen thinks we need a paradigm shift in education as fundamental as Copernicus - who first realised that the earth went around the sun and not vice versa. 2/
Early scientists looked up from the earth and tried to predict what was happening with the assumption that they were at the centre. It kind of worked, but there was lots that didn’t fit. 2/
Cultural capital and #cogsci. Cognitive scientists sometimes say that deprived children lack the background knowledge that other children acquire at home, and so the aim of education should be to even this out. 1/
One efficient way to do this, it’s said, is by explicitly teaching a body of facts which are said to make up the common knowledge that as as a culture we expect ‘well educated’ people to have. 2/
@DTWillingham suggests that this should be the back ground knowledge necessary to read a broadsheet newspaper or books written for the ‘intelligent layman’ on science or politics. This,he says, is the information which will have the greatest cognitive benefit.3/