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embrace the potential revolutionary power of the digital tools that have defined the first decade of the 21st century

"... here are ten practices that contribute to an effective, efficient and satisfying teaching and learning experience for both faculty and students" (Ten Best Practices for Teaching Online, ¶1)

"With all these direct applications for learning, it's easy to justify using mobile devices in school. But what real and lasting effect will they have on the "formal" learning equation?" As we introduce mobile learning devices to students, we must avoid a mechanised education horror. It s time to remember the rich and complex nature of learning.

Why use Web 2.0 tools in science and math classes? The primary reason is they facilitate access to input and interaction with content through reading, writing, listening, and speaking. These tools offer enormous advantages for science and math teachers, in terms of helping their students learn using Web 2.0 tools. For example: * Most of these tools can be edited from any computer connected to the Internet. Teachers can add, edit and delete information even during class time. * Students learn how to use these tools for academic purposes and, at the same time, can transfer their use to their personal lives and future professional careers. * RSS feeds allow students to access all the desired research information on one page. * Students learn to be autonomous in their learning process.

Cardiff University is recognized in independent government tests as one of The British leading educating and analysis colleges. Established by Royal Charter in 1883, the University today brings together impressive modern facilities and a powerful approach to educating and analysis with its proud culture of service and accomplishment. Cardiff University is the biggest University of mature education and learning in Wales, with the Cardiff Center for Long term Studying offering several hundred programs in locations across Southern Eastern Wales. The University's lifelong learning actions also include the professional growth work performed by educational institutions for companies, and many of these is custom-made to match an individual business's needs. The Center also provides business terminology training at all levels. Founded: 1883. Structural features: Merged with University of Wales College of Medicine (UCWM) in 2004. Location: Close to Cardiff city center. Healthcare care learners also at hospital website, Heath Recreation area University, 1 mile away. Getting there: Cardiff Primary Place on the national train network; trainers to bus station (next to train station); M4 from London and M5 (west county and Midlands). For school, frequent teaches from Primary Place to Cathays station (on campus), regional vehicles from bus station (53, 79, 81 for main campus; 8 or 9 for hospital site). Academic features: 4-year incorporated food techniques, 5-year two-tier techniques in structure and town planning. 5-year medical and dental programs, plus foundation season for those without science backgrounds; medical teaching throughout Wales. Awarding body: Cardiff University; Wales University for some healthcare programs. Main undergrad awards: BA, BD, BDS, BMus, BN, BSc, BEng, BScEcon, LLB, BArch, MB BCh, MPhys, MChem, MEng, MPharm. Length of courses: 3 years; others 4 and 5 decades. Library & IT facilities: Integrated collection,

Our holistic learning approach continues in different forms, so, today lemonade making activity organized in The Ummed School in which students learned how 2-3 substances are mixed and a totally new substance is formed. This type of practical learning approach helps a lot in developing creativity and forming a thought process. Lemonade is the drink of choice for countless people-and now you can use it to teach your little ones the scientific method! This fun science activity for kids allows children to make their own lemonade while following directions, making a hypothesis, and collecting data through observation. Activity Instructions Cut a lemon into four pieces and throw away all of the seeds. Put a piece of lemon in a Ziploc bag, one for each child and one for yourself. Help your children measure and add a half a cup of water and a teaspoon of sugar to their bags. When all of the ingredients are added, zip the bags. Help your child squeeze the lemon into the bag and shake it up to mix the contents. As you are shaking it ask your kids to predict what will happen to the ingredients. Have them talk about the changes they are seeing within the bag and how they think the lemonade will taste. After 30 seconds, stop mixing and add a couple of ice cubes to each bag. Hand your little ones a straw and enjoy! The outcome of Activity This fun science activity for kids will teach your little ones how to follow the scientific method. They will listen to your instructions, predict the outcome of the activity, and make observations throughout. Additionally, they will create a delicious drink that they can enjoy!

Neuroscience has shown that our brains are plastic and that education, gaming and the use of technology can change our brains' connectivity, function and structure. (1, 2) But learning is more than just biology - it is affected by our learning environment and the people with whom and from whom we learn. So how do you take what neuroscience reveals about the plastic, learning brain and combine it with educational research, expertise and common sense? Klevar, in association with Flinders University, are offering you the chance to explore this with Dr Paul Howard-Jones of the University of Bristol, researcher and author of "Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice".

We have now been involved in the DEECD iPads 4 Learning Trial now for roughly 9 months .. I think that the students involved in the trial are past the iPads being a 'toy' and that the novelty of using these devices has also worn off. Using one of Google's great features, Google Docs, i created a form (survey) for the Yr 6 students to answer.

"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.

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. 

As schools and organisations move to remote education, there are potential gaps in our professional learning of which we should be aware. While many of us are discovering fresh opportunities for online and remote professional learning through podcasts, webinars and online courses, one of the most significant aspects of our professional learning has been curtailed thanks to social distancing.

The journey unfolds when teachers decide to move away from traditional teaching and toward a new vision of instructional design. It's a learning journey-for teacher and student alike. The journey focuses on learning, not the technology. Taking the journey is critical in preparing students to live, learn, and work in a technology-rich world. On the journey you'll discover a world of resources to transform learning through the effective and appropriate use of technology. In addition to giving you resources, we're also going to give you the opportunity to share your thoughts, ideas, inspirational stories, and favorite resources with your colleagues through blogs, wikis and the ISTE Web site.

This is the second of the series of four articles about teaching the 4Cs to students. Learn how to teach critical thinking and problem solving.

"Number Talks" is an approach to the teaching and learning of Number Sense. Rather than relying on the rote-memorisation of isolated number facts achieved through drills of "table-facts", Number Talks aim to build confident, number fluency, where learners recognise patterns within and between numbers and understand the properties of numbers and operations. Number Talks are a "mind on" learning task that engages students in an active learning process as they search for patterns, decompose and recompose numbers and develop a flexible understanding.

As teachers we hope our lessons are engaging and that our students are engaged. We understand that positive learning experiences are more likely to occur when we are engaged cognitively and affectively by what we are doing and that when we are, new ideas and skills are more likely to stick. Engagement is an important consideration in learning and as such it is worth taking time to consider what it means to be engaged and perhaps how we bring the benefits of engagement to our teaching and our learning. 

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There are terms within education that we use with reckless abandon and as a result cause great levels of confusion. Understanding is one such word and its usage and our 'understanding' of it can have a significant effect on the learning we plan, deliver and assess. With multiple definitions and its broad usage in curriculum documents, philosophies of teaching and learning and as an indicator of the quality or depth of student learning it is a word we should better understand. 

Our goal might be to support Deep versus Surface Learning, but what does this mean in practical terms. What are the beliefs and dispositions which support teaching for deep learning, and what are the implications of this in terms of the pedagogy we adopt?

Today I had the pleasure of joining over three-hundred educators for a day of learning and sharing. That this was a Sunday and that the event was organised as a free event for educators by educators speaks volumes of the quality and care that educators bring to their role.