Feb 23 2025 57 mins
Dr. James Mannion is a distinguished authority on educational reform. He explains the concept of "backward design," a strategic approach to implementing school improvement by beginning with clear objectives and working backward to identify solutions for current challenges.
Dr. Mannion shares insights from his recent publication, "Making Change Stick," where he emphasizes the necessity of engaging educators at all levels in the change process, thereby fostering a collaborative environment that enhances student outcomes. We explore the transformative impact of project-based learning and self-regulated learning on students, particularly those from disadvantaged backgrounds, demonstrating how innovative educational practices can yield significant improvements.
Takeaways:
- The transformative impact of learner effectiveness on student outcomes cannot be overstated, particularly for those from disadvantaged backgrounds.
- Implementing a backward design strategy is crucial in addressing current educational challenges and achieving meaningful change.
- The involvement of diverse voices in the decision-making process enhances the effectiveness of school improvement initiatives.
- Recognizing failure as an opportunity for growth is essential in fostering resilience among both educators and students.
- Cultural shifts within educational institutions require sustained efforts over a period of two to three years to be effective.
- Engaging students in arts and creativity leads to more profound learning experiences and enhances the overall educational environment.
Dr James Mannion is a keynote speaker, teacher trainer, researcher, consultant and author with a passion for educational and political reform. He is the co-founder and Director of Rethinking Education, a teacher training organisation specialising in implementation and improvement science, self-regulated learning and practitioner inquiry. A former teacher of 12 years, James has an MA in person-centred education from the University of Sussex and a PhD in self-regulated learning from the University of Cambridge. He is also the host of the popular Rethinking Education podcast.
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