Learning Styles Re-evaluated | Psych Central News - 22 views
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A long-standing educational philosophy is under attack as a new research report downplays the importance of different learning styles.
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An interesting contribution by psychologists to a field usually left to educational researchers. Given how dominant the belief in 'learning styles' has become in education it is quite troubling.
Teachers' TV Australia - 1 views
There's no app for good teaching | ideas.ted.com - 6 views
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Pedagogy and content, Mishra says, can’t be considered independently of each other;
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using technology as a starting point, a way to introduce new experiences and modes of expressions.
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Feedback, particularly how often and how it is given, is “massively underappreciated,” says Neil Heffernan,
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UKEdMag: June 2014 Issue 06 - 3 views
Innovation Often Means Teaching Against The Grain - 6 views
To boldly go in a different direction - 5 views
10 Techniques every teacher needs to know by @RichardJARogers - 2 views
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"I've found that there are many simple techniques that I need to adopt on a daily basis to be exceptional at my job. I'm not talking about that seminar you went to where you had to spend hours planning the so-called 'perfect lesson'. I'm talking about real stuff: things we can actually do that make a difference, and don't eat into our free time."
Calling Bull. - 8 views
What Should Schools Teach? 10 suggestions by @RichardJARogers - 3 views
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"I'm one of those few people who can actually say that I use the stuff I was taught in school on daily basis in my job. I'm a Science Teacher: so naturally, I'm teaching my students almost the same things I was taught at school. However, there are a lot of things I had to work out by myself when I left school. Was 'personal experience' the best way to learn these things?"
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Martin, given only about 25% will ever need as much academics learning as a science teacher, I say teach the kids to read, do a little arithmetic, a let them study what they want which will probably what they are good at, their special intelligence.
Looking for people to share their web 2.0 teaching experience - 151 views
Hi - I use diigo for my classroom. I teach 6-8 computer studies and we work on Public Service Announcements for a media literacy project. I make lists of the websites I would like the students to ...
UKEdMag: Schools, be patient by @HDHSenglish - 0 views
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"A lot of schools have jumped on buzz words such as metacognition, mindfulness, mindset etc. There is obviously great merit in all these strategies, however as Carol Dweck has emphasised, in a lot of cases these methods are not always understood by school leaders leading to them not being integrated effectively and sustained. These theories are not fads but in many schools, they don't give these methods the planning, time and evaluation that is required for success of any strategies that will benefit learning. Schools are looking for a quick fix and so latch on to 'new, exciting and popular theories'."
Implementing Thinking Hats Effectively In The Classroom by @JMcKay1972 - 1 views
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"With an increased awareness of the need to develop a more flexible approach in delivering 'value' to learning experiences and providing teaching staff with opportunities for greater creativity in the teaching process, then Edward De Bono's Six Thinking Hats (1994) may be a tool to help increase academic achievement and behaviours."
The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views
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In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
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The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
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A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
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