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A recent strategy to alter the negative image that homework has built is to re-brand it as "home learning". But is this enough and if we are going to "get it right" what do we need to change besides the name?

Our beliefs about mathematics play a significant role in how we approach learning within the discipline. These beliefs are established by the nature of our early engagement with mathematics and are difficult to change once established. For many people mathematics is viewed as a subject that is not for them. Indeed the situation is so bad that many people will say that they are not a maths person and approach mathematics with fear and anxiety. 

The foundational stability of schools might be our greatest strength.Getting the fundamentals right and protecting them during change efforts is essential. 

I am currently reading "Thank you for being late: An optimist's guide to thriving in the age of accelerations" and have found in this the answer to these questions. In essence we are confronting two types of change, one that we have always faced and one that is unique to our current times. 

 If the young people of today are to thrive beyond the walls of the classroom they will need to be able to cope with a world characterised by volatility, uncertainty, complexity and ambiguity. The children of todays Kindergarten will enter the workplace in the fourth-decade of the 21st Century. We debate the merits of teaching 21st Century Skills and what they might be while teaching children who have lived their entire lives in that very century. The challenge is how will schools and individual teachers respond to this drive for urgent change.

COVID19 has taken the rule book on change, torn it into small pieces and thrown most of it out the window. What might this mean for education?

A recent post by George Couros (author of The innovators Mindset) posed an interesting question about the role that culture plays in shaping the trajectory of an organisation. The traditional wisdom is that culture trumps all but George points to the role that individuals play in shaping and changing culture itself. Is culture perhaps less resilient than we are led to imagine and is it just a consequence of the individuals with the greatest influence? Or, is something else at play here?

Teachers should focus on information and learning, not on the technology and simply getting ICT into their classrooms, believes David Warlick. How is ICT changing what teachers can do? Technology has done a lot but what's really impacting on teachers is how information is changing. A number of years ago I wrote a book called Redefining Literacy. It started out being a technology book but the

To find out the flavour of Steve jobs in the education industry, it is required to be a humanitarian, not an entrepreneur! Only some small changes in the education industry can make great changes in the learning procedure.

These two powerful questions framed a recent webinar presented by Professor David Perkins of Harvard Graduate School of Education's Project Zero. Answering these questions and helping teachers find meaningful and contextually relevant answers to these questions has been a focus of Perkins' work, especially in recent times. His book "Future Wise: Educating Our Children for a Changing World" introduced us to the notion of lifeworthy learning or that which is "likely to matter in the lives our learners are likely to live". This is a powerful notion and one that has the potential to change not only what we teach but also how we go about teaching what we do.

Last week I decided that a good home cooked meal was in order. Lacking inspiration it turned to a recipe book I had been gifted the previous Christmas and found what appeared to be a tasty and nutritious option. I read on with enthusiasm and was soon imaging myself dining on this wholesome meal. If the end result looked half as good as the glossy picture that accompanied the recipe, I would be in luck.

Transformation of Sentence Learning to change complex sentence to compound sentence With a view to learning to change complex sentence  into compound sentence,one needs to make both  the clauses of complex sentence into different clauses linking by coordinating conjunction.If the subject of both the clauses  is a same person and number word,it will be used at first clause and it should  not be used after the coordinating conjunction.

Learning to write is one of the fundamental skills we gain from our time at school. Writing is one of the cornerstones of learning and we devote significant time and energy towards its mastery. Skilled writing is a mark of an educated individual and a skill required for academic success. But in the modern world what makes a skilled writer? What has changed about writing and what literary skills should we focus our attention on. 

Ten innovations that have changed English language teaching https://t.co/dZPDB6K2lB #elt #tesol #efl #edtech #ell https://t.co/mTGx9RMJub

Check out this awesome blog post from Paul Bogush, an 8th grade teacher in CT. He asked his students "How has writing for a world audience changed the way you write?" and posted their responses on his blog. They are definitely worth reading.

The consistent message is that we are preparing our students for success in a world very different to that which was the norm only a short time ago. The implications of this change are immense and require a shift in our thinking about what matters most in our classrooms. Such is the pace of change that within any school there will be multiple generations who normalise different perspective on technology and its place in their lives. What becomes clear that the skills we most need within our schools at every level are those which are critical for individuals to be empowered, self-navigating learners. But what does this mean in practical terms?

Two quotes by Albert Einstein point to the importance of creating a culture within our schools (and organisations) that encourages experimentation, innovation, tinkering and indeed failure. If we are serious about embracing change, exploring new approaches, maximising the possibilities of new technologies, applying lessons from new research and truly seek to prepare our students for a new work order, we must become organisations that encourage learning from failure

This year is the fiftieth birthday of Harvard's Project Zero, a research project designed to explore the nature of thinking and learning and from this suggest pedagogies which align with what we know about the mind. For its birthday celebration Project Zero shared insights from its five decades of research with presentations from Howard Gardner, David Perkins, Shari Tasman, Steve Seidel and Daniel Wilson. The presentations revealed the changing nature of the work of Project Zero from its early days and focus on arts education to its current position as a research organisation with broad interests across education but with a focus on thinking, understanding and the workings of the mind.