I have been reading Salman Khan’s book Brave New Words about the potential for artificial intelligence within education. Khan makes an interesting point about educationally-tailored AI, such as his own ‘Khanmigo’, being able to help students access courses, especially those that otherwise wouldn’t be available to them. This got me thinking about curriculum. While AIContinueContinue reading “Knowledge and the curriculum in the age of AI”
Tag Archives: Curriculum
Coronavirus to a geographer: an example of how subject disciplines give us powerful knowledge and why that matters
Why having some expertise isn’t a bad thing and what on earth does ‘thinking like a geographer’ mean? While enjoying my daily exercise, despite the rain, I was again using the time to indulge my newfound taste for podcasts. Listening to The Intelligence (26th March edition, by The Economist) there was a piece about how theContinueContinue reading “Coronavirus to a geographer: an example of how subject disciplines give us powerful knowledge and why that matters”
The Joy of Curriculum
As I (willingly) slave away over my department’s geography curriculum, it has occurred to me that this latest shift in education has done a huge amount to rejuvenate my own passion for teaching. In what was going to be a blog reflecting on the practical steps involved in building a knowledge-rich curriculum, I have actually writtenContinueContinue reading “The Joy of Curriculum”
Knowledge organisers, retrieval practice and the knowledge-rich curriculum
As teachers swept up in the latest winds of change hitting UK schools and fans of early-era Soccer AM will tell you: knowledge is the bomb. Like many teachers (and Saturday morning telly fans), I wholeheartedly subscribe to the importance of knowledge. Unfortunately, amidst the clamour to become knowledge-rich, some teachers and schools may be missingContinueContinue reading “Knowledge organisers, retrieval practice and the knowledge-rich curriculum”
Geography Education’s Potential and the Capability Approach – a review
Richard Bustin has written an excellent book. As well as thoroughly explaining how powerful knowledge and capabilities can be combined, he makes a persuasive case for how this approach could underpin a brighter future for education in the UK. Powerful knowledge is a concept originated by Professor Michael Young, a physics teacher turned sociologist, whoContinueContinue reading “Geography Education’s Potential and the Capability Approach – a review”
Do teachers want powerful knowledge?
As education in the United Kingdom undertakes a ‘knowledge turn’, a growing body of research and practice around powerful knowledge potentially offers an intellectually and morally convincing framework to underpin a knowledge-rich curriculum. If a powerful knowledge-rich approach is going to work though, then teachers need to buy in. So a key question is: doContinueContinue reading “Do teachers want powerful knowledge?”
What does a policy response to ‘powerful knowledge’ look like?
English schools are currently going through something of a ‘knowledge turn’, with a renewed emphasis on the curriculum and the learning of substantial subject knowledge. Whilst this may be considered a step in the right direction, we might not yet be heading to the right destination. This ‘work in progress’ post argues for a powerfulContinueContinue reading “What does a policy response to ‘powerful knowledge’ look like?”
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