Growth = Mindset + Action - The Learner's Way - 4 views
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Having the right mindset is alone not sufficient for growth. I might talk the talk about a growth mindset and believe I can learn a new skill but unless I back that belief with action, it is just talk.
The Curse of False Expertise - The Learner's Way - 2 views
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what if our expertise is imagined or false. What if what we think is so, just ain't so. This might be more common than we care to admit, and it is worth considering the source of this difficulty and its implications.
In Postnormal Times our Students need to be Brave - The Learner's Way - 5 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.
A Conceptual approach to Big Understandings and Mathematical Confidence - The Learner's... - 3 views
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This traditional pedagogy results in students developing a negative attitude towards mathematics. Many develop a mathematical phobia and believe that they are not a "maths person". When confronted by challenging mathematics they retreat and have no or only poor strategies with which to approach new ideas. This all leads to a decline in the number of students pursuing mathematical learning beyond the years where it is compulsory. Fortunately there is a growing body of research that shows there is a better way.
Aligning assessments with the purposes of our teaching - The Learner's Way - 7 views
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We rely on an assessment measure without taking a close look at what it is measuring and we obfuscate the information we need to evaluate the utility of these measures by reducing the results to numerical values.
Taking time to design programmes for understanding - The Learner's Way - 3 views
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Identifying what our children need to learn is one of the most important processes within education. For the teacher this is the question they engage with as they design their teaching and learning units. By no means is this an easy task and the teacher must balance multiple factors to ensure that the programmes they design provide their students with the learning they require. Even the most effective sequence of lessons is of little value if what it sets out to teach has little importance in the lives our learners are likely to lead.
Six Tools To Create Interactive Learning Content On Your Blog - 15 views
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High school teacher Roslyn Green explains how she creates interactive content using six free online tools: Flippity, H5P, Playbuzz, LearningApps, Quizizz, and Tinycards.
When designing student learning, what questions guide us? - The Learner's Way - 2 views
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We ask lots of questions as we plan for our student's learning. Some of the questions we ask are about where they are with their learning. But perhaps we miss one important question along the way. Maybe we should be asking questions about how our students will apply what they learn?
Highest Aspirations, S01 E16: Preparing ELL Teachers to be PD Leaders | Ellevation Educ... - 1 views
What meal would your team be? - The Learner's Way - 2 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?
Empowered educators: How high-performing systems shape teacher quality around the world... - 7 views
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"This brief examines the practices of recruitment and selection of teachers in five countries: Australia (specifically, New South Wales and Victoria), Canada (Alberta and Ontario), Finland, Shanghai, and Singapore. It describes features that are unique to each and underscores themes that are common to all" (p. 1).
Lessons from Schrödinger's Cat - The Learner's Way - 4 views
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There are some ideas which seem to translate nicely into fields of thought far from their point of origin. These are ideas which shine a metaphorical light on concepts and allow us to develop a deeper understanding of that concept once we see it from a fresh perspective. Schrödinger's Cat is one such idea.
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.
obervation_schedule_king_the_cops.pdf - 5 views
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Classroom Oral Participation Scheme (COPS)
rumii - VR Conferencing and Collaboration - 11 views
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Setup your own virtual meeting rooms or training sessions in a true immersive 3D environment and interact with team mebers or learners via avatars. Runs on desktop Mac, PC and VR gear like Okulus Rift, HTC Vive and soon Daydream, too. Up to 3 users for free!
Educators as Agents for Educational Policy - The Learner's Way - 3 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.
Dyslexia: Hiding in Plain Sight - 8 views
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Berman, Sheldon; & Stetson, Sara B. (2017). School Administrator, August, 33-37.
Teaching mathematicians shouldn't be like programming a computer - The Learner's Way - 4 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?
The Eight Cultural Forces - The lens & the lever - The Learner's Way - 1 views
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This unavoidable and irreducible complexity means that schools are challenging place to study, to understand and to manage change within. Even for the teacher who spends everyday inside the school there is so much going on that unguided observations and the plans based upon them come with no guarantee of success. - We need a lens and a lever to manage this complexity. - Such a lens is offered by the 'cultural forces'.
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