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The role that education plays in issues of social equity and justice cannot be undervalued. It is acknowledged by the United Nations as a human right, 'Everyone has the right to education' (United Nations, 1948) and as outlined in the Melbourne Declaration on the Educational Goals for Young Australians 'As a nation Australia values the central role of education in building a democratic, equitable and just society- a society that is prosperous, cohesive and culturally diverse, and that values Australia's Indigenous cultures as a key part of the nation's history, present and future.' (Barr et al, 2008). Such lofty assertions of the importance of education as a right and national value should be sufficient to ensure that all Australians have access to an education of the highest standard with equitable outcomes for all, the reality is that this is not the case.

James Tanton shattered my understanding of the vertical algorithm. More than that, he helped me to see how poorly I understood place value and that many of my students function with the same misunderstanding. What made the experience more humbling was that it took him less than two minutes to do this.

Flash place value activity

A Non-Fungible Token, or NFT, is a type of account that makes a digital impression of any unique asset. Paintings, images, films, music, gifs - in short, anything that claims to be unique in some way - can all be included. They are highly valued by collectors, gamers, and art enthusiasts, and are purchased and sold at auctions.

A Non-Fungible Token, or NFT, is a type of account that makes a digital impression of any unique asset. Paintings, images, films, music, gifs - in short, anything that claims to be unique in some way - can all be included. They are highly valued by collectors, gamers, and art enthusiasts, and are purchased and sold at auctions.

Change is something that we fear or embrace. It is widely considered as the one constant in our lives. For education at present we face a deluge of reports that the pace of change shall only accelerate and its scale become more absolute. No wonder then that many teachers feel now is a good time for a move out of the profession. For others the changing face of education is seen as bringing exciting new possibilities wrapped in engaging challenges. Regardless of how reliable predictions for change may prove to be it is worth considering how individuals and groups respond to it.

How can we take more notice of the culture of our classrooms and what it communicates to learners about the value of thinking? 

Interactive Mars habitat - great for SMART Board

Interactive Mars habitat. Does not work well with Firefox. Uses mouse hover. Limited value for SMART Board.

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Identifying what our children need to learn is one of the most important processes within education. For the teacher this is the question they engage with as they design their teaching and learning units. By no means is this an easy task and the teacher must balance multiple factors to ensure that the programmes they design provide their students with the learning they require. Even the most effective sequence of lessons is of little value if what it sets out to teach has little importance in the lives our learners are likely to lead. 

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?

What might it take to ensure students choose to be in our courses because the value of the learning achieved through mindful attendance is such that they would not want to be anywhere else?

Our language choices communicate both intended and unintended messages. In the choices we make, in the subtlety of these choices, lies a truth more powerful than that conveyed by a literal reading of our words. When we look closely and critically at our use of language, we begin to see particular patterns which reveal much about what we genuinely value and expect from our learners. 

In this time of COVID19 and remote learning or emergency distance learning the value of encouraging students to investigate their questions should not be forgotten.

For schools in Australia and many parts of the world, we are heading towards the end of another school term and year. That means report writing season. For the next few weeks, teachers across the country will be huddled in front of computer screens, writing reflections on the progress their learners have made. Mark books will be opened, assessments consulted, work samples will be reviewed. All so that in the first week of the long Summer vacation students can sit and read their report and make plans for how they will enhance their learning in the coming year.

To ensure reflective practice is more than an activity added to our schedule, we need to take a reflective stance. Too often, reflection becomes the thing we do at the end of a task or the end of the day. We look back and contemplate what was, and with that in mind, we look forward to what we might do differently next time. It is in this way a very reactionary process. By all means, this form of reflection has its place, and it can be a powerful strategy to deploy as we seek to learn from experience. If we value reflective practice, we will be sure to set aside time for this form of reflection on a routine basis. By engaging in reflection habitually, we ensure that it is a routine part of our day. But adopting a reflective stance can make this more powerful.

"Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan Press On! has solved and always will solve the problems of the human race." ― Calvin Coolidge Growing up, I had a copy of this quote on my wall. It is one of those things that stuck with me over the years. For a long time I might not have truly appreciated its wisdom. Now as a teacher in times of volatility, uncertainty, complexity and ambiguity, its significance seems to have grown. When we can instantaneous consumers of the all of the worlds information, as we access anything and everything at the speed of light, how do we learn the value of persistence?

Mothers Day Poems Verses 2016 with Short Rhyming Lines- Friends we are so happy so find you here on this day. We really welcome you all on this day. We want to say you that you can get the latest collection from here. We all know the value of our parents and really we can ...

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SUPERB! Place the numbers on the number line. Loads of levels. Negative numbers and decimals. Play against the clock for a score. My class's favourite warm up, useful throughout school from year 3 to year 6.