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Aaron Davis

About Sound Infusion | Sound Infusion - 0 views

culturalinfusion.org.au/soundinfusion

music création instruments cultures

shared by Aaron Davis on 04 Mar 15 - No Cached
  • Aaron Davis on 04 Mar 15
     
    "Sound Infusion is a unique learning tool that incorporates music and culture from all over the world."
Aaron Davis

THINKING TOOLS - 0 views

brushespaintandict.wordpress.com/...collecting-information

thinking tools reflection planning curriculum

shared by Aaron Davis on 19 Feb 14 - No Cached
  • Aaron Davis on 19 Feb 14
     
    Using thinking tools is one way to "make thinking visible" and help our students explain their thoughts in a simple and explicit way. As the team from Project Zero themselves say "Visible Thinking includes a large number of classroom routines, easily and flexibly integrated with content learning, and representing areas of thinking such as understanding, truth and evidence, fairness and moral reasoning, creativity, self-management, and decision making. It also provides tools for integrating the arts with subject-matter content. Finally, it includes a practical framework for how to create "cultures of thinking" in individual classrooms and within an entire school."
Jen Brusey

Teaching Aboriginal Art: Free Lesson Plan - 0 views

www.jungaraaboriginalart.com.au/teaching-aboriginal

'Visual Art' 5 6 7 8 9

shared by Jen Brusey on 26 Nov 13 - No Cached
  • Jen Brusey on 26 Nov 13
     
    Aboriginal Dot Painting is a popular art lesson classic suitable for learners of all ages as it features an irresistible combination of music, art, culture and history. The beauty of this subject is that the lesson engages learners on a number of different levels - practical painting technique, cultural understanding, linking art with music, dance and storytelling, and getting their fingers nice & dirty in the process!
Aaron Davis

Peer Feedback - How Words Impact our Development Train Ugly - 0 views

trainugly.com/...peerfeedback

feedback assessment

shared by Aaron Davis on 07 May 15 - No Cached
  • Teaching feedback to help create a growth mindset within your classroom, organization, or team works. We suggest that you:
  • 1. Create a culture in your learning spaces where mistakes are celebrated.
  • 2. Ensure you maintain a culture in your learning space where peer feedback is considered the norm and is to be welcomed.
  • ...1 more annotation...
  • 3. Create feedback partners or teams within your class and provide regular collaboration opportunities.
  • Aaron Davis on 07 May 15
     
    A post looking at Carol Dweck's Mindsets and how it impacts learning. Focusing on feedback as an intervention in the classroom, the writers unpack what they found before and after, as well as some tips.
Aaron Davis

Rich schools become even richer | The Education Reformer - 0 views

geoffmaslen.edublogs.org/...ich-schools-become-even-richer

vicpln education reform Gonski

shared by Aaron Davis on 29 Dec 14 - No Cached
  • Contrast Scotch with Brookside College, a public P-9 school in Caroline Springs west of Melbourne. According to the MySchool web page, Brookside has an enrolment of 940 – half the number at Scotch but, unlike that elite school, it draws its students from a wide range of cultural and socio-economic backgrounds with more than half from non-English speaking homes where 88% are in the lower and middle socioeconomic quartiles. Brookside has 68 teachers and 24 non-teaching staff while Scotch has 191 teachers and 106 assistants. Last year, Brookside had a net-recurrent income of $9 million  – equivalent to nearly $10,000 per student and a total capital expenditure of $137,000. In contrast, Scotch’s recurrent income was $45.5 million – equal to $24,400 per student – and its capital spending came to nearly $4 million.
  • Aaron Davis on 29 Dec 14
     
    Interesting analysis of education setup in Victoria from Geoff Maslen, including a comparison between Scotch College and Brookside P-9 College
Aaron Davis

The perils of “Growth Mindset” education: Why we’re trying to fix our kids when we should be fixing the system - Salon.com - 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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