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Not all learning is created equal. Sometimes the learning that we achieve and the success generated through our engagement with a learning opportunity is spectacular. At its very best, our learning unlocks fresh understandings for ourselves and sometimes even for others. What conditions allow for such spectacular learning, and how might we bring these conditions into our classrooms?

It is generally accepted that learning is enhanced by the inclusion of deliberate, reflective practice. Indeed the act of reflecting on the impact that our actions have towards the achievement of any goal (learning oriented or other) is shown to have a positive impact. Reflective practice is defined as the praxis (interdependent and integrated theory, practice, research, thought and action) of individuals or groups to move from 'better thinking to better action' as a result of reflection for, in and on learning (Harvey et al. 2010 p140). With this in mind, it is worth considering what reflective practice might look like and to consider it in a range of contemporary contexts. 

In June 2014, the Prime Minister of Australia, the Hon. Tony Abbott MP acknowledged the significant role that STEM is to play in the nations future. 'There will be significant emphasis in boosting our focus on science, technology, engineering and maths because science is at the heart of a country's competitiveness and it is important that we do not neglect science as we look at the general educational and training schemes.' But what does this mean for schools?

Me entrevistaban el otro día acerca de la web 3.0, la web semántica y me resultaba difícil, a pesar de la experiencia en varios talleres sobre el tema, acercarla al usuario sin mencionar la primera aplicación que se ha encargado de ello: Twine.

started to read it - interesting stuff, worth reading much more

Two resources that might appeal to educators pondering the future.

Emotional Intelligence (EI) has been described by the Harvard Business Review as a paradigm-shifting concept, transforming how we approach personal and professional development. Recognising its profound impact, UNICEF advocates for the incorporation of EI from an early age, believing that fostering these skills in children helps them grow into balanced individuals. By equipping young people with the ability to manage their emotions and navigate challenges rationally, EI sets the foundation for a lifetime of healthier relationships, improved decision-making, and emotional resilience. Significance of EI The positive impact of EI on education is clear. Students with well-developed EI skills tend to perform better academically, as they are more focused, motivated, and resilient in the face of challenges. EI also enhances social interactions, enabling students to build stronger relationships with peers and teachers. More importantly, it supports emotional well-being by helping students manage stress, cope with setbacks, and navigate conflicts with maturity and understanding. A student with high emotional intelligence is not only equipped to handle academic pressure but also prepared to deal with life's ups and downs. These skills are invaluable, especially in a world that increasingly values emotional well-being alongside intellectual achievement. For instance, Indian schools in Dubai are recognising the importance of EI, offering programs that nurture emotional growth alongside academic learning, creating well-rounded individuals prepared for the future. Integrating EI into the Curriculum For EI to truly benefit students, it must be woven into the fabric of the school curriculum. While academic subjects like mathematics and science are crucial, it's equally important to incorporate emotional intelligence into daily lessons. Schools can include activities such as role-playing exercises, group discussions, and mindfulness practices that help students build empathy,