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Oddly lately I have been pondering how schools responds to the question of a work life balance. Let me try to explain my thinking. I am still trying to clarify my thinking here, so please bear with me. What does it mean to achieve work life balance, and should we want to?

Despite this being a 'thinking' conference, despite us all being advocates for structured and scaffolded models of thinking, not one group had applied any thinking routines, utilised a collaborative planning protocol or talked about applying an inquiry model or design thinking cycle. It wasn't that we didn't know about them. It wasn't that we don't know how to use them. It wasn't that we don't value them. We had all the knowledge we could desire on the how to and the why of a broad set of thinking tools and anyone of these would have enhanced the process, but we did not use any of them. Why was this the case and what does this reveal about our teaching of these methods to our students?

In the post-truth era, does the capacity to utilise knowledge prepare one adequately to do battle against falsehood? When those selling untruths know the falsehood of their stories, does the bright light of truth shine through? Perhaps not.

Steaming your clothes has more benefits over standard ironing. Handheld Garment Steamer is generally gentler on clothes and easier to work with. They will provide you with wrinkle-free and fresher clothes for a longer period. With the Portable Clothes Steamer, all you require to do is to hang your clothes, turn on the steamer and start the steaming process. It does not require the use of the ironing board. This Vertical Clothes Steamer will also remove dust, straighten wrinkles, and it will keep your clothes looking brand new.

The consistent message is that we are preparing our students for success in a world very different to that which was the norm only a short time ago. The implications of this change are immense and require a shift in our thinking about what matters most in our classrooms. Such is the pace of change that within any school there will be multiple generations who normalise different perspective on technology and its place in their lives. What becomes clear that the skills we most need within our schools at every level are those which are critical for individuals to be empowered, self-navigating learners. But what does this mean in practical terms?

Constructivism is one of those ideas we throw around in educational circles without stopping to think about what we mean by it. They are the terms that have multiple meanings, are at once highly technical and common usage and are likely to cause debate and disagreements. Constructivism in particular carries a quantity of baggage with it. It is a term that is appropriated by supporters of educational approaches that are in stark contrast to the opposing view; constructivism vs didactic methods or direct instruction. The question is what are the origins of constructivism and does a belief in this as an approach to understanding learning necessitate an abandonment of direct instruction or is this a false dichotomy?

Our goal might be to support Deep versus Surface Learning, but what does this mean in practical terms. What are the beliefs and dispositions which support teaching for deep learning, and what are the implications of this in terms of the pedagogy we adopt?

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?

n practical terms, any change effort that does not consider the culture into which it is introduced is unlikely to succeed. The worst-case scenario is that the change effort is resisted to such a degree that it is never truly implemented. In many cases, however, the change effort fails to produce the sort of results initially imagined despite the efforts of all involved to adopt the change. Although the new behaviours are adopted, something goes wrong, and it isn't always that the new idea itself is to be blamed. - Maybe it's culture?

What place does documentation play in our learning environments? What roles might it play?

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I think the scatter mode would work especially well on an interactive board, as kids can come up and do the matching themselves.

A good flashcard generator.

Hi Jess, could I also add, that there is a greater issue with interactive Whiteboards. Some of the big teaching colleges and Universities in Australia did not have any!! or they were very outdated,... or they were bought the wrong ones!! As some of the Universites are tech phonic... the reality of interactive whiteboards is up to the inspiration of the academic.... Something which is not that transparent when you look at fancy marketed websites.

Could I also add, being a primary school trained teacher and academic in education, most retiring academics do not wish to learn to teach with technology (out of their comfort zone) and believe.... firmly that face to face ... is the only way....to educate. Technology has been pushed globally into the education system, with pedagogy taking last place. Pedagogy is the teaching strategies where teachers construct learning in a classroom, when they are given a broad socially constructed curriculum... i.e the teachers science or magic potion which supports student learning. while interactive whiteboards add an amazing dimension to learning, it is only as good as the student teacher, who is often thrusted into a teaching classroom,,, and needs to grapple with the technology as there are many products out there and work differently... need alone.... Batteries!!! yes batteries should always be in the tool kit of a teacher now.

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