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Aaron Davis

Ways To Use Lego In The Classroom | Teaching Ideas - 0 views

www.teachingideas.co.uk/...s-to-use-lego-in-the-classroom

lego classroom teaching

shared by Aaron Davis on 08 Feb 16 - No Cached
  • Aaron Davis on 08 Feb 16
     
    Explore our enormous collection of teaching ideas and classroom activities to use Lego with your children. Includes a huge range of cross-curricular ideas and downloadable resources for all ages and abilities!
Aaron Davis

Top 100 Tools for Learning (2013) - 1 views

c4lpt.co.uk/top100tools

tools technology web2.0 education elearning ICT

shared by Aaron Davis on 03 Jan 14 - No Cached
  • Aaron Davis on 03 Jan 14
     
    Here are the Top 100 Tools for Learning 2013 -  the results of the 7th Annual Learning Tools Survey. Not only is it an interesting list, but a great place to start to look for new ideas and programs.
Aaron Davis

Blogging About The Web 2.0 Connected Classroom: Why Formative Assessments Matter - 0 views

blog.web20classroom.org/...mative-assessments-matter.html

formative assessment learning Effective Teaching

shared by Aaron Davis on 11 Jun 14 - No Cached
  • Formative assessments are simply little gauges or indicators of how students are progressing towards a learning goal
  • 2) Real-Time Feedback
  • 1) Ticket out the door
  • ...2 more annotations...
  • 3) Building It In
  • Over time the students felt comfortable enough to tell me when they really didn't like the learning style I was using or that they enjoyed a particular way I presented the content. I had a better grasp on the learning my students were doing and they had a better grasp on the content. It was a definite win-win. 
  • Aaron Davis on 11 Jun 14
     
    An interesting reflection on formative assessment and some simple ideas of how to incorporate it into the classroom.
Aaron Davis

10 Ways to Show Your iPad on a Projector Screen - Learning in Hand - 0 views

learninginhand.com/...our-ipad-on-a-projector-screen

ipad ipads ICT technology

shared by Aaron Davis on 03 May 15 - No Cached
  • Aaron Davis on 03 May 15
     
    Some ideas and solutions how to connect an iPad to the projector.
Aaron Davis

18 Ways To Use A Single iPad in the Music Classroom | Midnight Music - 0 views

midnightmusic.com.au/...le-ipad-in-the-music-classroom

music ipad resource

shared by Aaron Davis on 27 Jul 15 - No Cached
  • Aaron Davis on 27 Jul 15
     
    18 creative ideas for music teachers with just one iPad
Aaron Davis

Small Ideas for Better Readers Workshop | Blogging Through the Fourth Dimension - 0 views

pernillesripp.com/...as-for-better-readers-workshop

English Reading Literacy

shared by Aaron Davis on 22 Aug 14 - No Cached
  • Aaron Davis on 22 Aug 14
     
    A great collection of thoughts from Pernille Ripp in regards to making a better reader.
Aaron Davis

Design Thinking: Synthesis 1 | Hexagonal Thinking \ The Lab - 0 views

notosh.com/...g-synthesis-hexagonal-thinking

Questioning Resource thinking Design Thinking

shared by Aaron Davis on 16 Feb 15 - No Cached
  • Aaron Davis on 16 Feb 15
     
    A great activity for synthesising ideas
jarod summers

Story Starters - 1 views

www.scholastic.com/...story-starters

6 5 4 3 2 1 Literacy

shared by jarod summers on 11 Sep 13 - No Cached
  • jarod summers on 11 Sep 13
     
    A great website that kids can access if they want, or you can so that you can come up with some great writing ideas!
Aaron Davis

How do inquiry teachers….teach? | Justwondering - 0 views

justwonderingblog.com/...how-do-inquiry-teachers-teach

inquiry teachers pedagogy learning 21st Century Learning

shared by Aaron Davis on 22 Feb 14 - No Cached
  • The planning and the teaching are certainly deeply connected but – too often, inquiry seems almost synonymous with ‘units’.   The cringe-worthy phrase “we do inquiry” usually means: we fill in an inquiry planner using a cycle/framework of inquiry
  • Inquiry is not just about knowing how to plan – it’s about how we teach
  • 1. They talk less
  • ...13 more annotations...
  •  2. They ask more.
  •  3. They relate
  • 4. They let kids in on the secret
  • 5. They use language that is invitational and acknowledges the elasticity of ideas.
  •  6. They check in with their kids – a lot
  • They remain open to possibility…
  •  7. They collaborate with their students. They trust them!
  •  8. They use great, challenging, authentic resources
  •  9. They are passionate and energetic.
  •  10. They see the bigger picture
  • 11. They invite, celebrate and USE questions, wonderings, uncertainties and tensions that arise from their students.
  • Good inquiry teachers know how to get more kids thinking more deeply more of the time.
  • Programs and planners don’t make inquiry happen. Teachers and learners do.
  • Aaron Davis on 22 Feb 14
     
    A great post from Kath Murdoch in which she outlines how inquiry teacher teach. What I really liked about it is that even if you don't 'do inquiry' you can still take some of the facets of an inquiry teacher.
Aaron Davis

Aphoristic advice from famous writers for would-be writers [15 pictures] - 0 views

twentytwowords.com/...r-would-be-writers-15-pictures

advice writers pictures English ideas

shared by Aaron Davis on 29 Nov 13 - No Cached
  • Aaron Davis on 29 Nov 13
     
    15 different images with advice from a range of authors.
  • Aaron Davis on 29 Nov 13
     
    15 different images with advice from a range of famous authors.
Aaron Davis

Biography: Australian people | National Library of Australia - 0 views

www.nla.gov.au/...australian-people

history Manuscripts Research Australian History

shared by Aaron Davis on 09 Feb 15 - No Cached
  • Case StudySearching for information on an Australian poet I am writing a biography on the Australian poet Edward Harrington. What information is available on him? We can start by searching likely databases for entries on Harrington e.g. Australian Dictionary of Biography and AustLit It is always useful to search the Catalogue to see if the Library has any items relating to Harrington. A Catalogue search for "Edward Harrington" shows that we hold a portrait of him, a biographical cuttings file and an oral history recording by him. It is a good idea to check his published works to see if any biographical information is included in his writings. We can then search the Trove newspaper database to find articles that mention Harrington. If Harrington was involved in any organisations, such as a poet's society, searching for the organisation may provide some useful background on his life and activities
  • Aaron Davis on 09 Feb 15
     
    A guide for researching individuals through the archives
Aaron Davis

The perils of “Growth Mindset” education: Why we’re trying to fix our... - 0 views

www.salon.com/...the_harmful_lessons_it_imparts

growth mindset alfie kohn carol dweck dweck alfiekohn education mindset

shared by Aaron Davis on 11 Feb 16 - No Cached
  • By now, the growth mindset has approached the status of a cultural meme.
  • Regardless of their track record, kids tend to do better in the future if they believe that how well they did in the past was primarily a result of effort.But “how well they did” at what?
  • even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).
  • ...10 more annotations...
  • An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they’re doing, even though genuine excitement about (and proficiency at) learning rises when they’re brought into the process, invited to search for answers to their own questions and to engage in extended projects.
  • the most salient feature of a positive judgment is not that it’s positive but that it’s a judgment; i
  • the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks. (“If you’re complimenting me just for trying hard, I must really be a loser.”)
  • what’s really problematic is praise itself. It’s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation.
  • books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students’ learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests).
  • the series of Dweck’s studies on which she still relies to support the idea of praising effort, which she conducted with Claudia Mueller in the 1990s, included no condition in which students received nonevaluative feedback. Other researchers have found that just such a response — information about how they’ve done without a judgment attached — is preferable to any sort of praise.
  • We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies.
  • Dweck’s work nestles comfortably in a long self-help tradition, the American can-do, just-adopt-a-positive-attitude spirit.(“I think I can, I think I can…”) The message of that tradition has always been to adjust yourself to conditions as you find them because those conditions are immutable; all you can do is decide on the spirit in which to approach them. Ironically, the more we occupy ourselves with getting kids to attribute outcomes to their own effort, the more we communicate that the conditions they face are, well, fixed.
  • It isn’t entirely coincidental that someone who is basically telling us that attitudes matter more than structures, or that persistence is a good in itself, has also bought into a conservative social critique. But why have so many educators who don’t share that sensibility endorsed a focus on mindset (or grit) whose premises and implications they’d likely find troubling on reflection?
  • the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.
  • Aaron Davis on 11 Feb 16
     
    "An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they're doing, even though genuine excitement about (and proficiency at) learning rises when they're brought into the process, invited to search for answers to their own questions and to engage in extended projects. Outstanding classrooms and schools - with a rich documentary record of their successes - show that the quality of education itself can be improved. But books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students' learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests). "
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