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:
(part 1) The book is full of interesting insights into the brain of adolescents. Hopefully, the points below can instigate conversations and give us a better understanding into the world of adolescents.
I was recently listening to Yuval Noah Harari, the author of Sapiensand Homo Deus, talking about the role of schools in combating the rise of fake news, AI, and the almost constant surveilling by social media and online platforms. He asserted that what we teach at schools now will not be relevant in a few […]
Here are some of the main findings discussed in the Clever Lands by Lucy Crehan.
In a series of posts on feedback we will explore the different approaches to what effective feedback might look like. This post will give some ideas around feedback as a dialogic process.