Tom Sherrington wrote recently that seeking student views can “help us to do a better job as teachers.” At times, students’ viewpoints need to be treated with caution. In Do Learners Really Know Best? urban legends about learners as ‘digital natives’ and ‘self-educators’ are exploded, whilst Kirschner et al. argue, that students do not always prefer the most effective form of instruction. Despite this, what struck me when reading the Sutton Trust’s What Makes Great Teaching was the correlation to student’s voice I had done with Year 10 students on their views of effective teaching.
This is a re-blog post originally posted by Ruth Powley and published with kind permission.
The original post can be found here. The article was originally published in 2015 and updated in 2020 by the UKEd Editorial Team in accordance with website and policy changes.
Tom Sherrington wrote recently that seeking student views can “help us to do a better job as teachers.” At times, students’ viewpoints need to be treated with caution. In Do Learners Really Know Best? urban legends about learners as ‘digital natives’ and ‘self-educators’ are exploded, whilst Kirschner et al. argue here, that students do not always prefer the most effective form of instruction. Despite this, what struck me when reading the Sutton Trust’s What Makes Great Teaching was the correlation to student voice I had done with Year 10 students on their views of effective teaching:
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