Swan, Malcolm

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Name, affiliation and email address

Name, affiliation and email address

Bio sketch

Malcolm Swan has been a leading designer in the Shell Centre and MARS team since 1979, when he joined the faculty in Mathematics Education at the University of Nottingham. His research interests lie in the design of teaching and assessment, particularly the design of situations which foster reflection, discussion and metacognitive activity, the design of situations in which learners are able to construct mathematical concepts, and the design of assessment methods that have a positive backwash effect on teaching and learning. For five years he was Chief Examiner at the largest examination board in England. He has worked on internationally funded research and development projects concerning diagnostic teaching (using ‘misconceptions’ to promote long term learning), reflection and metacognition and on problem solving assessment. He is interested in teacher development and has produced courses and resources for the professional development of teachers. These have included, for example, the national inservice training materials for the National Curriculum (funded by the National Curriculum Council), and the Balanced Assessment project (funded by the National Science Foundation in the US). More recently, Malcolm has been working with the Department for Education and Skills, designing new teaching strategies for low attaining post-16 students and evaluating their impact on student learning and on the beliefs and practices of experienced teachers. The results of this work will be sent to all schools, colleges and other educational institutions during 2005. He is a member of the ISDDE Executive.

Field of interest

The kind of work I do

Chosen topic group (but also interested in)

Chosen topic group: Professional development

Also interested in:

Planned contribution to ISDDE 2008

I would like to present some of the interactive professional development materials, the design principles on which the professional development is based and some evidence for their effect on teachers.

Expectations for this conference




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