The difficult problem is not persuading people that abilities are jagged, but figuring out how to reliably identify those abilities, and how to help students capitalize on them to meet educational goals. Likewise, the challenge is not persuading people that personality interacts with context, but identifying which contexts matter for which children. And if there is more than one way to reach an educational goal (proficiency in algebra, for example) we need to know how to identify those different pathways, and how select a pathway for a given child. Rose answers these questions by his personal story—he figured out what works for him. But most children don’t, and adults can’t expect them to.
My wondering is the ramification for aspects such as reporting and timetables. I remember visiting a school that had gone down a similar path for Year 6’s and listening to the amount of work that went into creating ‘personalised’ report templates. Will this just come back to your template around your six pillars? I was speaking with a representative from Compass who told me about CENet contract.
I know that it seems trivial, however I think that these tedious elements are often overlooked and I would love to know your thoughts.