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Learning And Teaching for Understanding - A day of learning with PZ Sydney Network - Th... - 3 views

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    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. 
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Focusing on What Matters - From Identifying to Enacting our Big Rocks - The Learner's Way - 10 views

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    The message is now unpacked for the class. The jar represents our lives, and the challenge is to decide what we will fill our lives with. The large rocks represent those things which matter most in our lives. The gravel and sand the small things which occupy our time and keep us from what matters most. - How might this help us focus on what matters for our learners?
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Mathematical thinking presents teachers and students with new challenges - The Learner'... - 15 views

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    The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the processes of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.
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Number Talks for Number Sense - The Learner's Way - 7 views

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    "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.
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Growth = Mindset + Action - The Learner's Way - 13 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.
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The Curse of False Expertise - The Learner's Way - 12 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. 
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In Postnormal Times our Students need to be Brave - The Learner's Way - 13 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. 
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Ready To Learn - 4 views

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    "We've all been there… you are excited. You have the perfect lesson planned. You have been laminating and cutting out for half the night and your plan has just the right balance of pace, content and skills to move your pupils on. But as the pupils arrive, something is… off. Our pupils bring more baggage with them into the classroom than just a satchel. Whether it is issues within the previous lesson, or problems the pupils bring with them from home, how can we mitigate the negative impact on learning and ensure that pupils are ready to learn?"
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Aligning assessments with the purposes of our teaching - The Learner's Way - 12 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.
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Taking time to design programmes for understanding - The Learner's Way - 4 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. 
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When designing student learning, what questions guide us? - The Learner's Way - 24 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? 
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Music Theory: The Beat and Tempo - 10 views

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    Great resource for furthering music theory knowledge. It covers various topics from basic theory to advanced.
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Music Memory | Learning Games For Kids - 15 views

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    Great games for music learning and memorization of solfege, instruments, music notes and the like.
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What meal would your team be? - The Learner's Way - 5 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?
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Lessons from Schrödinger's Cat - The Learner's Way - 27 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.
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Curiosity as the edge of knowledge phenomenon that drives learning - The Learner's Way - 12 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.
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