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Nigel Coutts

Seven Language Moves for Learning - The Learner's Way - 0 views

thelearnersway.net/...en-language-moves-for-learning

language moves learning learner education teaching

shared by Nigel Coutts on 25 Aug 19 - No Cached
  • Nigel Coutts on 25 Aug 19
     
    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. 
Karsten Sommer

YouTube - Questionmark Live Multiple Choice Demo - 3 views

www.youtube.com/watch

questionmark questionmarkperception TELT elearning highereducation L&T

shared by Karsten Sommer on 03 Feb 10 - Cached
  • Karsten Sommer on 03 Feb 10
     
    Questionmark Live Multiple Choice Demo
Nigel Coutts

Student voice, choice, agency, partnerships and participation - The Learner's Way - 1 views

thelearnersway.net/...partnerships-and-participation

education student voice learning agency partnerships participation choice

shared by Nigel Coutts on 15 Dec 19 - No Cached
  • Nigel Coutts on 15 Dec 19
     
    This week I joined with teachers, students, researchers and policy writers at Melbourne University to discuss student voice. This conference was hosted by Social Education Victoria and made possible by the conference partners, The University of Melbourne, Education and Training Victoria, Foundation for Young Australians and Connect. Over three days, participants engaged in rigorous dialogue about the significance of student voice and what is required to ensure its benefits are maximised for all.
Nigel Coutts

Assessment and Student Agency - Better Together - The Learner's Way - 1 views

thelearnersway.net/...student-agency-better-together

assessment student agency learning education voice choice

shared by Nigel Coutts on 29 Dec 19 - No Cached
  • Nigel Coutts on 29 Dec 19
     
    As with many things in education, the outcome achieved will be a result of all that we do. Efforts to promote and empower student agency, voice and choice certainly falls into this category. We might have the best of intentions but unless each of our messaging systems align, we are unlikely to achieve success. So where do our efforts go wrong and what else might we change so that student agency is genuinely a part of our learning environment?
Nigel Coutts

Language Moves for Thinking - The Learner's Way - 0 views

thelearnersway.net/...language-moves-for-thinking

thinking language learning education teaching

shared by Nigel Coutts on 09 Mar 21 - No Cached
  • Nigel Coutts on 09 Mar 21
     
    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.
Nigel Coutts

Language Moves that Encourage Initiative - The Learner's Way - 0 views

thelearnersway.net/...oves-that-encourage-initiative

thinking education learning language

shared by Nigel Coutts on 18 Mar 21 - No Cached
  • Nigel Coutts on 18 Mar 21
     
    Why might it be that our students struggle with independence? Maybe it comes from the language moves we make. As with the language of thinking, being deliberate with our choices can help us to create a classroom culture where students demonstrate independence and initiative.
Robyn Jay

Design processes for teaching « The Weblog of (a) David Jones - 1 views

davidtjones.wordpress.com/...design-processes-for-teaching

instructionaldesign elearning pedagogy education learning instruction design

shared by Robyn Jay on 16 Mar 10 - Cached
  • Without question this design process should be informed by knowledge of pedagogy, but the process itself is worthy of description as there are differing options and perspectives.
  • Reigeluth (1983) defines instructional design as a set of decision-marking procedures that, given a set of outcomes for student to achieve and knowledge of the context within which they will achieve them, guides the choice and development of effective instructional strategies.
  • The learning theory used to inform instructional design has moved on from its behaviourist origins, moving through cognitivism, constructivism and slowly into connectivism.
  • ...2 more annotations...
  • Models, such as ADDIE, are most useful in the systematic planning of major revisions of an existing course or the creation of a new course. However, traditional university academics spend relatively little time in systematic planning activities prior to teaching an existing course (Lattuca and Stark 2009). A significant reason for this is that academics are not often required to engage in the development of new courses or major overhauls of existing courses (Stark and Lowther 1988). The pre-dominant practice is teaching an existing course, often a course the academic has taught previously. When this happens, academics spend most of their time fine tuning a course or making minor modifications to material or content
  • actual teaching and learning that occurs is more in line with the teacher’s implicit internalised knowledge and not that described in published course descriptions
Nigel Coutts

In search of the conditions required for Spectacular Learning - The Learner's Way - 0 views

thelearnersway.net/...uired-for-spectacular-learning

education learning agency purpose choice autonomy

shared by Nigel Coutts on 20 Feb 21 - No Cached
  • Nigel Coutts on 20 Feb 21
     
    Not all learning is created equal. Sometimes the learning that we achieve and the success generated through our engagement with a learning opportunity is spectacular. At its very best, our learning unlocks fresh understandings for ourselves and sometimes even for others. What conditions allow for such spectacular learning, and how might we bring these conditions into our classrooms?
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