Barry Smith - Learning about Learning

I am interested in how the ‘bottom up’ process espoused in the CfE documents is becoming a reality.  I wonder what changes individuals have made to their own practice.  One aspect that CfE focuses on is the change in emphasis from content to methodologies based upon formative assessment to improve outcomes for young people.

Do you think the changes that are happening are at the methodology level, ie people’s thinking about learning and teaching(beyond the inevitable early adopters group), or at a more superficial level(by the wider teaching community) in terms of the way things are organised and the content that is ‘delivered’?

It is an interesting question, because I think that we are, potentially, at a point of such monumental change in Scottish Education that we might end up with a big shuffle in the way things are organised, but not impact upon the deeper levels of thinking about learning. 

This may also be compounded if the NQ consultation returns a framework for qualifications that basically reflects what we already have without any move towards a recognition of teacher judgement that is being promoted in BtC3 as a necessary condition of CfE. 

Any thoughts?