Student Evaluations? Zero Correlation Between Evaluations and Learning
A telling experiment reveals a big problem among college students: They don’t know how to study. Read More
“The most fundamental goals of education are long-term goals. As teachers and educators, we want targeted knowledge and skills to be acquired in a way that makes them durable and flexible.” – R. Read More
By Julian Thomas, Master of Wellington.
I wonder if you noticed the recent study conducted by researchers at Oxford University. It should have rung a loud alarm bell and yet seemed to slip by largely unnoticed in the Christmas rush. Read More
Despite the weight of evidence around Growth Mindset as a strong indicator of student achievement, there remains a lack of hard evidence as to how exactly affect that disposition. The EEF trialled various interventions in 2013 and found that the results were not statistically significant. Read More
By Julian Thomas, Master of Wellington College
Make do and mend. It was my Nan’s mantra. She lived through the shortages of the Second World War, and the rationing that extended well beyond, and she just couldn’t shake it despite living into the 1990s. Make do and mend she certainly did, which is why nothing ever got discarded, no matter how outdated or unfit for purpose it had become. Read More
Over the last year we have been working with researchers from Harvard GSE to look at student self-perception, specifically around the areas of Growth Mindset and Grit and are delighted to publish our first working paper on our findings. The preliminary findings were reported here by the BBC but the full report is now available below.
Dr. Read More
One of the things we were keen to do this year in setting up an in-house research centre at Wellington College was to have a small number of students partner with us on our project with Harvard faculty on Growth Mindsets and Grit. Read More
By Ed Venables, Housemaster at Wellington College
Putting aside serious pastoral issues, the most challenging and frustrating issue that I deal with year-in, year-out when running a boarding house is a handful of boys who simply fail to discover or demonstrate any motivation towards academic work. Often they will have no lasting motivation towards anything despite, perhaps, their social lives. Read More
By Rachel Trafford, Head of Geography at Wellington College.
During the academic year 2012/2013, having taught at Wellington for a couple of years following a PGCE, I chose to write a Master’s dissertation on the use of Harkness teaching to develop students’ discussion skills. Read More