Character education: theories, practices, processes 13.11.2019
Author: etoncollegecirl
The Tony Little Centre for Innovation and Research in Learning aims to put Eton College at the forefront of global teaching and learning developments.
We aim to inform our teaching by evidence-based research and build a network of schools which engage in educational research.
Categorising proactive recipient processes to feedback.
Winstone et al. (2016) analysed 195 research outputs to provide a taxonomy of feedback recipient processes which might lead to better engagement with feedback. Characteristics and behaviour of the receiver: 1. Understand the purpose of feedback and recognise how they can facilitate their individual progress themselves
How to encourage active listening in the classroom.
Jalongo (1995) describes how during a conference one of the older teachers mentioned their frustration because very often pupils don’t know how to listen. Without going into too much detail here on what the causes for this might be, this post aims to give some insight into how this can change.
Call for abstracts: Character Education
Belonging to and actively participating in a school community is a deeply formative experience that helps students develop, amongst other things, their character. In a broad sense, character education permeates all subjects, wider school activities and a general ethos; it cultivates the virtues of character associated with common morality and develops students’ understanding of what […]
Motivating students.
Motivation affects how pupils approach school, how they relate to their peers and their teachers and how much effort they put into their studies. Even though motivation can be difficult to measure or define, there are two largely accepted types of motivation:
Serious Play 2: interdisciplinary creativity.
For this next post, we share some more ideas of how creativity can be implemented across disciplines.
Serious Play 1
In this series of posts we explore different techniques which can promote creativity in the classroom. They are all proposed with an interdisciplinary design in mind. We welcome ideas of what you have tried out and works in classrooms across schools.
Collaborative approaches.
Although the area of collaborative learning is a broad and multi-faceted area, this is an attempt to outline some initial thoughts.
A framework for differentiated instruction.
Rock et al. (2008) suggest the REACH framework for differentiated instruction.
A few thoughts on differentiation.
The heterogeneity of classrooms, both in terms of academic ability, and increasingly in terms of cultural diversity, make the challenges of serving diverse learners an inevitable
