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 […]
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:
For this next post, we share some more ideas of how creativity can be implemented across disciplines.
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.
Although the area of collaborative learning is a broad and multi-faceted area, this is an attempt to outline some initial thoughts.
Rock et al. (2008) suggest the REACH framework for differentiated instruction.
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
Linking pedagogical research to psychological theory, curiosity can be informed by what Lowenstein (1994) has described as ‘information gaps’ which are important in an individual’s knowledge. A prime example in the classroom would be when a student knows the basic structure of a theory or concept, but lacks specific details.
Giving and receiving feedback Giving and receiving feedback is not an easy task and poses significant challenges for both sides. In this article, we will discuss pragmatic feedback models, how to overcome barriers to an effective feedback and tips for giving effective feedback, as well as how to receive feedback and make the most out […]
(part 2) Some more key points from the book: