Group items tagged

I think it's important that we include texts that we look at, but don't necessarily mean to use for summative assessment. See http://nwinton.wordpress.com/2009/03/30/time-to-read/ for fuller thoughts on this.

There are lots of tools that would allow this to be a fun activity. See Wordle (http://www.wordle.net/) and Tom Barrett's ideas for usin Wordle (http://tiny.cc/wuFZz - Needs a Google login ID)

I like the recognition for language this implies: that 'Scots' is as valid as 'English'.

I recently saw a revised version of Bloom's taxonomy that placed 'Creativity' at the top of the pyramid (Can't find the link at the moment). Interestingly, Stephen Downes has recently posted about Bionic Teacher's criticism of Bloom's and technology: http://www.downes.ca/cgi-bin/page.cgi?post=48409 I'm of the opinion that what their criticisms highlight is the way that technology has permeated every level of our learning now. The real skill comes in how we take a tool and apply it for learning. If I expand that to 'English', then it becomes about how pupils use language across the curriculum rather than in a specific subject. For too long, perhaps, we have pigeon-holed particular knowledge within particular subjects... and of course, that is not how the world works... Any thoughts?

I like the fact that by using 'broad' descriptors we will be given the freedom to be more imaginative and creative in the texts we use and how we approach them. This will give us some wonderful opportunities for investigating literacy... ...but, I can see how this may be intimidating to those who prefer more direction in their teaching. Perhaps we need to think about making some finished lesson plans/lessons/units available... or even better, run a session (on Glow?) about how to create such a unit/lesson? Any thoughts?

This is the sort of questions CfE should be asking