Group items matching
in title, tags, annotations or urlThe Language of Praise & Feedback - The Learner's Way - 0 views
Language Moves that Encourage Initiative - The Learner's Way - 1 views
5 Boundaries I've Set as a Teacher That Have Changed My Life - 3 views
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I spent most of my teaching career stressed, overwhelmed, and exhausted. While I love my job, I often felt unappreciated and taken advantage of. Well-meaning people in other professions would tell me I just needed to set better professional boundaries, but that seemed impossible. Then a friend suggested I start with just one boundary and add on from there. This was manageable and I'm now up to five teacher boundaries. It's been life-changing - inside and outside of school.
TOP CBSE SCHOOL IN CHENNAI - 0 views
St. Britto's. Various in-school competitions and interschool competitions provide a good exposure to the students.child, improves the confidence level, builds Inter-Personal relationship and prepar...
Thinking throughout the Inquiry Cycle - The Learner's Way - 0 views
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If we believe that all learning is a consequence of thinking, then we should consider what types of thinking our learners are likely to benefit from at each phase of their inquiry. This is where the Understanding Map, developed by Ritchhart, Church & Morrison offers useful guidance. By contemplating the demands of each phase of our chosen inquiry model, we can plan for how we might scaffold thinking moves which will enhance our learners' learning.
What might schools learn from McDonald's? - The Learner's Way - 2 views
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Walk into any McDonald's, anywhere in the world, and you know where you are and what to expect. For the homesick traveller, the consistency of McDonald's' design aesthetic is comforting. You know how this is going to work, you understand what to do, and you know what you are likely to get. McDonald's requires minimal cognitive load on the customer's behalf.
EEE Projects - 1 views
Shifting towards student centred learning - The Learner's Way - 0 views
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Particular patterns of pedagogy have been of most interest to me across the years, particularly those that shift the focus from what the teacher does to what the student does. With this shift comes an emphasis on understanding how students learn and with this knowledge in mind developing learning experiences that will allow them to develop their skills for learning.
VR in the Classroom: Merge VR - 1 views
The UMass Amherst Digital Media Lab has an HTC Vive virtual reality system but its expensive and we have only one system. I've been exploring low cost, quick access VR for classrooms. One I found ...
Twine: Text Adventure for Gamification - 1 views
Twine is an open source text adventure application that is free to use. Features include web standard technology, embedding 3rd party apps like Google Forms, and a simple mark up to modify the bas...
S4A- Scratch for Arduino - 1 views
I work in an academic maker space at UMass Amherst and was wondering if anyone has used Scratch for Arduino or S4A? I'm not a programmer and wanted to check it out, but wanted to see what teachers...
Reflecting on report writing time - How might we maximise the value? - The Learner's Way - 0 views
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For schools in Australia and many parts of the world, we are heading towards the end of another school term and year. That means report writing season. For the next few weeks, teachers across the country will be huddled in front of computer screens, writing reflections on the progress their learners have made. Mark books will be opened, assessments consulted, work samples will be reviewed. All so that in the first week of the long Summer vacation students can sit and read their report and make plans for how they will enhance their learning in the coming year.
Six key messages for successful learning - The Learner's Way - 2 views
If we learn from reflecting on experience - The Learner's Way - 2 views
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It is difficult to understate the importance of reflective practice for learning. Dewey states that "We do not learn from experience. . . we learn from reflecting on experience", and it is worth taking time to consider the implications of this. How might we maximise the benefits of reflective practise amidst the many competing pressures we confront?