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Sample discrepant events are used to cause contradictions in students' prior knowledge and experiences in support of their better understanding of science concepts.

Sheryl A. McCoy's List: Biology - focus on science of living things, with an emphasis on taxonomy, genetics and environment

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As I began to focus in on the significance of writing and plan how I could contribute to the National Day on Writing's "Why I Write" Celebration, I found myself coming back to the words of George Orwell in his 1946 "Why I Write" essay.

Education system in India comes with a lot of variety; there is the state board curriculum, CBSE syllabus, IGCSE, IB curriculum and Cambridge syllabus and more. Each has their own pros and cons. IGCSE syllabus is flexible and a student is allowed to choose a level of their interest. The education process is continuous. Whatever may be the pattern of education the focus is on developing the interpersonal skills and over all development of the child. IGCSE syllabus is suitable for all and there is no limitation as to who should undergo this course. This form of education is internationally accepted and the medium of education is English though native languages are also taught in IGCSE schools. They follow high academic standards and the process is rigorous

MaxMunus is an emerging end to end SAP training solution focused on training for companies that have captive, in-house or specific technology based training requirements. We focus on the needs of the SAP ERP community. We bridge the gap between the need of the industry for knowledgeable and skilled professionals and the education required to produce highly qualified candidates and professionals.

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Running on similar lines and studying deeply the requirements of students, we've come forward with instant assignment help for learners. The main focus of establishing such a forum was to relieve the students from facing worst case scenarios like detention and poor grading.

A common question is how do we facilitate the development of independent, self-regulating learners. With an increased focus on the development of dispositional models for learning where the skills and mindset of the learner are crucial, how do we ensure that our learners move from requiring external regulation to a model of internal regulation?  

There is a great deal that I like about this description of humanity at its best from Ryan & Deci. It is both a goal to be achieved and an indicator of conditions which are required for us to fulfil our potential. While the focus of this statement is on the actions of the individual we can see how society might act to deny individuals the opportunities to lead such an inspired and agentic life. I like to imagine what a school might be like if every individual who plays a part in its functioning strove to extend themselves, master new skills and apply their talents responsibly.  Maybe schools would be like the 'learning organisations' described by Peter Senge. 

The message is now unpacked for the class. The jar represents our lives, and the challenge is to decide what we will fill our lives with. The large rocks represent those things which matter most in our lives. The gravel and sand the small things which occupy our time and keep us from what matters most. - How might this help us focus on what matters for our learners?

It is tempting to make predictions of the skills that our students will need beyond their time at school. Such wondering can be a useful guide as we contemplate what we shall focus on with our curriculum. Unsurprisingly, there is no shortage of predictions for future skillsets published by educators, economists and analysts. What might we learn from such lists, and how should education systems respond?

A common challenge for students and teachers is how to develop a great idea for a piece of writing. Too often students struggle with the process of finding inspiration for their writing. They have a vague idea for the story they hope to tell, but all too quickly it transforms into a list of events with little or no detail. The goal here is to provide our students with a process to use during the planning process. The hope is that by identifying the type of thinking required during the early phases of ideation and to focus their attention on details, that the stories our students subsequently compose will be more enjoyable to read. Hopefully, this process helps.

A good place to start in our efforts to shift the impact that our language choices have is with a focus on the language of thinking. If we believe that all learning is a consequence of thinking, it is natural to select language moves that encourage this from our learners.

How do move from an emphasis on rote learning of procedures in mathematics towards a focus on mathematical reasoning?

As we move towards this brighter future with the fear of a global pandemic somewhat alleviated, what might be our next steps? How might we apply the lessons learned so rapidly, and brutally during this past twelve-month period? Might COVID be a catalyst for the reinvention of education that so many have been calling for?

Particular patterns of pedagogy have been of most interest to me across the years, particularly those that shift the focus from what the teacher does to what the student does. With this shift comes an emphasis on understanding how students learn and with this knowledge in mind developing learning experiences that will allow them to develop their skills for learning.

When we approach this task with key questions in mind, we focus our thinking on how we might plan learning experiences and opportunities that will have the impact we desire.

These two powerful questions framed a recent webinar presented by Professor David Perkins of Harvard Graduate School of Education's Project Zero. Answering these questions and helping teachers find meaningful and contextually relevant answers to these questions has been a focus of Perkins' work, especially in recent times. His book "Future Wise: Educating Our Children for a Changing World" introduced us to the notion of lifeworthy learning or that which is "likely to matter in the lives our learners are likely to live". This is a powerful notion and one that has the potential to change not only what we teach but also how we go about teaching what we do.

In times when we taught face-to-face, some of these challenges would be overcome through the use of concrete materials, at least with younger students. Unfortunately, it is common for the use of concrete materials to decline as students grow older. Fortunately, this pattern, and the prejudiced beliefs on which it is founded, are today being questioned.