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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. 

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?

Now, let's get this clear at the very beginning: there is no 'right' brand or business name. If the time is right and your customers love what you have to offer, it will succeed, no doubt. It is recommended, though, that you think of how trademark law operates before you settle on the name, though. Knowing how it works will probably save you a bundle in legal fees and a lot of time, particularly as your brand grows.

Next week is set to be an exciting week of learning and sharing as teachers from across the globe make their way to Miami for the International Conference on Thinking (ICOT). 

The past five days have provided me with an amazing learning experience as I have attended ICOT 2018. With the conference just wrapped up and with Florida providing another remarkably wet afternoon, here are some initial reflections.  

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A common challenge for students and teachers is how to develop a great idea for a piece of writing. Too often students struggle with the process of finding inspiration for their writing. They have a vague idea for the story they hope to tell, but all too quickly it transforms into a list of events with little or no detail. The goal here is to provide our students with a process to use during the planning process. The hope is that by identifying the type of thinking required during the early phases of ideation and to focus their attention on details, that the stories our students subsequently compose will be more enjoyable to read. Hopefully, this process helps.

I would like to propose that one cause of curriculum overcrowding is a phenomenon I refer to as "Idea Creep".

There are terms within education that we use with reckless abandon and as a result cause great levels of confusion. Understanding is one such word and its usage and our 'understanding' of it can have a significant effect on the learning we plan, deliver and assess. With multiple definitions and its broad usage in curriculum documents, philosophies of teaching and learning and as an indicator of the quality or depth of student learning it is a word we should better understand. 

It always happens with every one of us, that we mostly stay outdoors for our important works and those essential chores somewhere or the other depends on our most vital smartphone and other gadgets. But what, if we forget to charge them up fully and leave our premises in a rush, later discerning that we are about to fall short of the battery. And on the other hand, if we make ourself set to explore the world for a few days with no power outlet in sight, then too turns out to be a really bad situation. Thus, to save you from such plight and matter of worry,COOLNUT Power Bank 20000mAh have been always on top to serve with the best of charging experience ever. These versatile and advanced battery chargers within a short spell of time tone up your smartphone and other USB enabled gadgets on the move. With the best of features as in two to three USB output charging ports that serve a powerful, fast output of maximum 2.4 Amp, these portable chargers also recharge themselves fast as come equipped with 1.5-2 Amp input port technology.

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?

chool camps are a wonderful opportunity to observe how our students handle the challenge of a different learning setting. Away from the norms and familiar settings of the classroom, we see students in a different light. For the students, camps are an exciting and for some frightening challenge. For teachers, they are an outstanding assessment tool that should inform our practices long after camp is over. 

Creativity is often said to be the key to the future. The essentially human attribute that will ensure our utility in a world dominated by automation. It is said to be an essential ingredient in education but it will not be truly learned unless we provide students with opportunities to dive fully into its waters. 

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. 

Pedagogy and curriculum that engages students from low-socioeconomic backgrounds and is deemed personally relevant to the lives they live, are seen as important factors towards equality of outcome by Wrench, Hammond, McCallum and Price (2012). Their research involved designing a curriculum and pedagogy that would be highly engaging to students of low-socioeconomic status. 'The interventions involved curriculum redesigns that set meaningful, challenging learning task(s) (culminating in high quality learning products); strong connection to student life-worlds; and a performative expectation for student learning.' (Wrench et al 2012 p934)

Praise and Feedback occupy significant spaces in the lives of our learners. It should not be surprising then that the language we use to communicate praise and feedback can enhance or hinder our efforts.

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?

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