A couple of years ago I wrote an article called The Magpie Effect in which I argued that teachers are always keen to try out new techniques and technologies in their classrooms – but like magpies they fly around stealing trinkets from wherever they find them and horde them in their nests assuming that, because they are shiny, they are worth keeping.
In other words, teachers are not very good at sifting the 24 carat from the Christmas cracker; they’re innovative but not discerning, they like experimenting but not evaluating.
In recent months, I have been guilty of a spot of magpie-ing myself. I have written articles, delivered speeches and facilitated training courses on that shiniest trinket of our times: the role of neuroscience in education.
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