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It is soon the start of a new school year for students in Australia. In other parts of the world, the year continues after a short break for Christmas while New Year festivities are just around the corner for those observing the lunar new year. The start of the year is considered an excellent time to reflect on key ideas that matter to our learning and potential for success. But does this equate with goal-setting?

On Saturday PZ Sydney Network hosted Ron Ritchhart and Mark Church for a conversation about their new book, "The Power of Making Thinking Visible". What follows is a summary of some of the key messages from this conversation. You can watch the whole conversation above. For more learning opportunities like this visit the PZ Sydney Network or follow @pzsydnetwork on Twitter.

This much-maligned question seems so appropriate for education's recent history. All that was normal, everything that was routine, all of our structures, have been turned upside down and hurled into the wind of COVID19. From having spoken of a future dominated by volatility, uncertainty, complexity and ambiguity (VUCA), we have found ourselves living in it. Innovation and creativity became the new normal as we "Apollo 13" schooling into a model that met the demands of emergency remote learning. The pressure, the workload, the demands on our time and the cognitive load have all been immense, and so it seems fitting to ask "Are we there yet?".

With StockDaddy, learn how to invest in the stock market in India, with share market basic to fundamental analysis to technical analysis of the stock.

Great statements to teach children, especially in problem-solving curriculum of any type. 

We expect our students to use higher level thinking, but too often we don't explain to them what that means. Showing them how easy it is to use critical thinking skills will assist them in using those skills throughout the year.

If we teach our children to think then they will do better on the test and they will do better in life. This was one of the clear messages delivered by the presenters at the International Conference on Thinking (ICOT) in Bilbao, Spain.

Article from the October 2008 issue of T.H.E. Journal featuring an interview with Jen Dorman about the creative use of podcasting in teaching American history.

This course is designed to teach students different forms of digital media. The course will be project based and will use a variety of mac software including iTunes, iMovie, Garage Band, iDVD, iPhoto, iWeb, Keynote and Final Cut Express. Topics include digital presentations, podcasting, blogging, and digital video techniques such as capturing, transferring, editing and compression. Web 2.0 tools will also be incorporated into the class.

David Parry, a professor at the University of Texas at Dallas, talks about using Twitter, a new messaging service, for his courses.

Online application that helps parents teach money-management to children and also track their allowance. Using Zetfy, parents can set up virtual accounts for their kids and then specify how much allowance they get. The kids can then log in into their accounts and see how much money they have. The application works just like an actual bank account but everything is based on virtual money.

The film industry is the fastest growing in the UK, now worth £4.3bn to the economy and employing 66k people - approximately the population of Boston (Lincolnshire).

Of all the subjects that our students engage in, mathematics is the one most requiring an injection of learner agency. What is it about mathematics that engenders it to modes of teaching that are so heavily teacher-directed? How might this change if we seek to understand the place that learner agency plays in producing learners who will emerge from our classrooms with a love of mathematics and a deep understanding of its beauty?

If you are interested in building a classroom culture where thinking is noticed, named and celebrated, there are three books which make essential reading. They provide clear evidence for why teachers should focus their efforts on encouraging and normalising thinking and offer research-backed strategies to support this. The books are the result of ongoing research by Harvard's Project Zero and their lead author Ron Ritchhart.