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An important part of the role of any educator is that of planning learning sequences. Perhaps you are tasked with designing curriculum or more likely you are translating a mandatory curriculum into workable units of learning. The task is complex and there are multiple arrangements. The goal is to design units that connect students with learning in ways that are meaningful and relevant. A well-designed unit of learning fits seamlessly alongside other learning opportunities and the overall sequence of learning should match the learners developing expertise. As we plan units of learning we must consider a great variety of factors which impact the learning we design. Our knowledge of our students and where they are with their learning is crucial and a strong place to start. We also need to know what it is we are required to teach and have a grab bag of pedagogical moves that bring this content alive.

For schools the concept of a learning organisation should make perfect sense, after all learning is our core business, or it should be. Perhaps that almost three decades after Peter Senge identified the importance of learning within organisations the idea is only now gaining traction in schools tells us something about the approach taken to learning and teaching within schools. With an increased focus on the development of professional learning communities as a response to the complex challenges that emerge from a rapidly changing society, it is worth looking at what a learning organisation requires for success.

Learning a new language might not be that easy for people but there are more benefits indeed. The first reason of learning different languages is that you learn more about different cultures and people.

Learning a new language might not be that easy for people but there are more benefits indeed. The first reason of learning different languages is that you learn more about different cultures and people.

"Learning through inquiry is not a new concept - at all. Much of the more general life- learning that we do as humans is based on inquiry. Here's a basic example: As a baby, you saw a 'thing' across the room. Your little brain wondered what it was, so you crawled over to it and inspected it. You looked at it, touched it, and determined you wanted to play with it. While babies may not be able to construct thorough explanations and communicate their questions and findings, the inquiry based learning concept is definitely there. As babies grow and turn into students, this style of learning can serve them well, especially in science. The handy infographic below takes a look at the steps of learning through inquiry, as well as some statistics on the importance of science education in the future. Keep reading to learn more."

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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?

Smart.fm takes the burden out of learning by automatically creating a learning schedule that adapts to the individual's performance and needs. The system combines proven learning science with the latest in adaptive, semantic and social Web technologies. Powered by personalized learning algorithms, Smart.fm measures memory strength on a granular item by item basis. The algorithms are based on decades of research on optimum learning patterns in the fields of cognitive science and neuroscience.

With our goal of deep-learning in mind where do we begin and what learning opportunities might result in this? Having clarified our key terms of understanding, learning and deep, we can turn to a set of questions which might be of use as we plan the learning our students will engage in along their way.

"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.

There is an understandable interest in deep-learning, after all, who wants their students to have a superficial understanding of the content. Read the marketing of almost any school and you are likely to find some statement about the deep-learning that is achieved as a result of their excellent teaching and learning platform. Likewise, ask any teach about their philosophy of teaching and you will hear how they engage their students with learning that promotes a deep-understanding.

Making, Maker Centred Learning and STEAM fit neatly alongside Inquiry Based Learning (IBL) for many schools. Commonly this approach includes a constructivist view of knowledge and teachers seek to establish conditions which allow students to explore questions and ideas with greater independence than may occur in the traditional classroom.  Learning becomes a collaborative partnership between teachers and students with a clear focus on a learner centric approach.

What becomes clear, as you dive further into the emerging research that connects what we know about learning, mindsets, dispositions for learning and the development of mathematical understandings, is that a new approach is required. We need to move away from memorisation and rule based simplifications of mathematics and embrace a model of learning that is challenging and exciting. We can and should be emerging all our students in the beauty and power of mathematics in learning environments full of multiple representations, rich dialogue and collaborative learning. 

With the emerging threat of COVID19 and the closure of schools, teachers are scrambling to move to online learning environments. This will bring with it a myriad of challenges the short time frame is not going to help the situation. While we are fortunate that there are many technological solutions for the provision of remote learning, the more significant challenges will revolve around how we interact with our learners.

If you want to know where to get started with Film learning with Educators and young people, start with Quickclass. It's emerged as one of the front-running virtual Film learning environments.

If you want to know where to get started with Film learning with Educators and young people, start with Quickclass. It's emerged as one of the front-running virtual Film learning environments.

The role of the teacher is slowly but surely changing and with this come new challenges. Change becomes inevitable and processes for managing this and capitalising on the opportunities it brings becomes paramount within organisations. It is perhaps not surprising that educational institutions may evolve to become what are termed 'Learning Organisations' or 'Professional Learning Communities' within which there is a focus on the application of the principles of learning to manage change and explore new opportunities. 

"Self-Directed Learning When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers."

Self-Directed Learning "When students are motivated to create work that they share online, it ignites an independent learning cycle driven by their ideas and energized by responses from peers."

Sometimes, information is hard to understand just because it's presented in a manner that just doesn't quite appeal to the way we like to learn best. While it isn't always possible to take every class or complete every project in a way that fits into your individual style, there are ways that you can help to ensure that you're making the most of the material at hand. Here are a few tips to help you start improving your learning experience by helping make it work a little better with your needs, whether you're a visual, auditory or kinesthetic learner.

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?