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Nigel Coutts

In Postnormal Times our Students need to be Brave - The Learner's Way - 0 views

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    If we are to cultivate the dispositions required in these times of postnormality and post-truth we need to establish cultures in our classrooms which will allow them to thrive. 
Nigel Coutts

What meal would your team be? - The Learner's Way - 0 views

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    What makes a team truly great? What are the qualities which allow some teams to perform at a high level while others seem trapped? One approach to this question is to consider a team as though they were a meal. Thinking metaphorically, we ask what are the ingredients that make a great team and how might we combine them to produce the best results?
Nigel Coutts

Curiosity as the edge of knowledge phenomenon that drives learning - The Learner's Way - 2 views

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    We are driven by curiosity. It is an innately human quality that has driven us to explore, ask questions, investigate, wonder why and search for a deeper understanding. In a very fundamental way curiosity is the driver of all self-directed learning. It is our desire to find out more, unlock new knowledge and answer our questions (big ones and little ones) that compels us to learn. Sir Ken Robinson famously and provocatively asked "Do Schools Kill Creativity?". The same question might be asked about curiosity.
Nigel Coutts

Educators as Agents for Educational Policy - The Learner's Way - 0 views

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    Education exists in an uneasy domain and the teaching professional is forced to navigate between a multitude of conflicting tensions. Our education systems are dominated by abundance of voices all shouting for attention and offering a solution to the problems they have diagnosed. Each individual claims expertise and insights gained from years as a student is sufficient experience to allow one to speak with authority. - Educators need to find their voice. 
Nigel Coutts

A pedagogy for Cultural Understanding & Human Empathy - The Learner's Way - 0 views

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    How we see ourselves, how we describe ourselves reveals a great deal about how we see 'others'. In May of this year, speaking to the audience of the International Conference on Thinking, Bruno Della Chiesa invited us to consider how we might approach the question of "who we are?". In responding to such a question, what list of affiliations do we invoke to define ourselves?
John Evans

Helping Every Learner Identify as a "Math Person" - Getting Smart - 0 views

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    "It's time we create learning environments that make mathematics accessible for all students "But I'm just not a math person." We've all heard this refrain-and possibly even echoed it ourselves. As a young student, I felt this way for many years. For some reason, math just never clicked for me. My 11th-grade math class with Mr. Peterson changed all that. Why was his class different? He worked hard to bring us examples of math in the real world, connecting concepts back to our lives and making them feel relevant and accessible to us. He gave us voice and choice in our learning, and it made all the difference for me. I can only imagine how much my confidence and enthusiasm for math could have been changed had I experienced a similar instructional approach in all the grades prior. I've come to understand that there is no such thing as a "math person," and that high-quality math instruction is key to helping learners shed that perception. We know from decades of research that success in mathematics is more linked to opportunities to learn in a meaningful way than to innate intelligence, and we know that effective educators can nurture mathematical abilities in all students."
Nigel Coutts

Teaching mathematicians shouldn't be like programming a computer - The Learner's Way - 1 views

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    Traditional methods of teaching maths have more in common with how we programme a computer that what we might do if we wanted to engage our students in mathematical thinking. We shouldn't be overly surprised then when our students consider mathematics to be all about learning a set of rules that they need to apply in the right order so as to output the correct response. But is there a better way?
Nigel Coutts

Rethinking Time to see Education as a Lifelong Journey - Lessons from Blueback - The Le... - 1 views

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    Blueback is a beautiful metaphor for life and particularly of the life we live in schools. When looked at close up, with an eye on the details, the experience of school is one of passing and recurring cycles. When looked at from a distance, with an eye on the whole, there are elements of constancy, the throughlines which bring meaning to our experience and which have as their consequence the residuals of education. 
Nigel Coutts

Letting how we choose to learn inform our teaching - The Learner's Way - 1 views

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    Think of a time when you were completely immersed in a learning challenge. A time when you became aware of the need to master a new skill or concept. A situation that took you outside of your comfort zone, when there were times that you became frustrated, when you thought of quitting, downed tools and walked away, but came back time and time again. Maybe it was a problem you had to solve. Maybe it was a challenge you wanted to overcome.
Nigel Coutts

Why we fear data and how our perception can change. - The Learner's Way - 0 views

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    Data occupies a somewhat curious place within education. Mention it to teachers and you tend to get one of two responses. One group will roll their eyes and with great sarcasm how data is "so exciting". The other group responds with something akin to "actually I quite like data" indicating that experience has shown them that they are members of a small group. The question is why do some people find data to be a useful and fascinating tool while others see it as a good method for inducing sleep? 
Nigel Coutts

Towards a pedagogy for life-worthy learning - The Learner's Way - 0 views

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    In the contemporary classroom, there is much greater consideration of what the learner does in partnership with their teacher so that they develop the capacity to learn. Classroom routines and structures are designed to engage the learner in a rich process of dialogical learning. 
Nigel Coutts

The power of powerful ideas shared simply - The Learner's Way - 1 views

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    Some statements stand out in your memory for the power with which they resonate through you mind. I recall the first time I encountered the question posed by Alan November "Who owns the learning?" on the cover of his book of the same name. In four words, Alan poses a question that strikes at the heart of education and encourages us to re-think our approach. If we believe that the learner should own the learning, what are the implications of this for our teaching? Like a stone dropped on the surface of a calm pond, the ripples from a powerful idea spread, expand and gain strength. 
Nigel Coutts

Enhancing the power of our reflective practice - The Learner's Way - 2 views

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    "We do not learn from experience... we learn from reflecting on experience." ― John Dewey These words by John Dewey point to a truth about learning that is often forgotten. Experience alone is not sufficient for true learning to occur; reflection is an essential part of the process and our failure to include time for this is why our learning often does not stick.
Nigel Coutts

Schools are made of People - The Learner's Way - 1 views

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    Schools are made of people. Schools are all about people. Schools are made from the connections between people. Schools exist to serve people and make the lives of all people better.
Nigel Coutts

Why might we want to learn Digital Technologies? - The Learner's Way - 1 views

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    Understanding the "Why" of any initiative should be a key step prior to implementation. Without a clear understanding of our "Why" how are we to judge the success of what we are implementing. How will we know which steps take us in the right direction if we have no concept of why we are journeying. In our implementation of ICT (Information & Communication Technologies) and now Digital Technologies, a lack of clarity on the matter of "Why" has often been the most significant challenge to success. 
Nigel Coutts

Debating false dichotomies: a new front in the education wars - The Learner's Way - 1 views

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    Sometimes, it seems everyone who ever went to school is an expert on education and has a plan to make it better. Actual teaching experience, years of professional learning and formal training are all easily swept aside. The result is an ongoing dialog around what schools should do, what teachers need to do more of or less of and how the academic success of the nation is linked to strategy x or y.
Nigel Coutts

The learner's role in their search for learning - The Learner's Way - 0 views

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    Rather than expecting to be immersed in learning that shines a light on the path forward the notion of searching for driftwood that suits the learner's needs is very empowering. It requires an imagining of learning as a very active process where the learner is aware of their context, their current understanding and what they might need to move forward. It demands a conscious practice of reflection and a disposition towards taking charge of one's learning. It is a very agentic view where learning is something that you do, not something that happens to you. 
Nigel Coutts

Why we need to move our technology use beyond substitution - The Learner's Way - 1 views

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    Mere substitution is not going to help our learners maximise the affordances of technology. The challenge is to find ways by which technology can enhance learning. We can be certain that technology is not going to go away and that those who maximise the affordances that it brings are likely to gain the most from it. 
Nigel Coutts

What might our children most need from Education? - The Learner's Way - 2 views

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    In these times of Volatility, Uncertainty, Complexity and Ambiguity (VUCA), in this Post Truth era, what do our children most need from their education? How do we best prepare them for their future?
John Evans

The Adventures of Library Girl: Learner Centered Digital Literacy - 1 views

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    "As I headed to South Dakota, I wanted to talk about digital literacy as it relates to the whole learner. I wanted to focus as much (if not more!) time on resources for helping our kids harness the power of digital tools to achieve their goals, to solve real problems and to do actual good in the world, as we did on resources for keeping them safe.  So, as part of a (digital and physical) BreakoutEDU experience on digital literacy, I created this image: "
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