In this blog, I begin my exploration of producing a textbook teaching and learning in a digital age, an age which has been characterised as bringing disruption through an ‘information tsunami’ while simultaneously enabling education writers to by-pass large publishers and self-publish. What innovations to the content and form of the textbook will technologies give rise?
This blog is to explain why I believe that CONFLUENCE software, which enables teams to collaborate on building a shared business vision, has the potential to ensure a pedagogical revolution in the classroom.
Participation in my professional association became a natural context for finding my first opportunity to write articles and go onto writing textbooks. One of my first realisations was how as a teacher-author I structured knowledge into a logical experience for my peers and for the students who benefit from the use of my resources.
I want to look at DRAMA VICTORIA’S HELPFUL LINKS that help teachers explain the benefits of drama education to students and parents . The challenge before teachers is to be precise and rigorous in their assessment and evaluation of student achievement while, at the same time, avoiding educational jargon. Jargon is so often counter-productive in helping teachers visualise for students the ‘progress map’ of learning in drama.
I find the categorisation of people into ‘thinkers’ and ‘doers’ rubbish: depending on the context, you can be damned or praised for being either. More significantly, the separation diverts us from dealing with a more important question of how thoughts and actions are inevitably, even if inexplicably, related. According to cognitive linguists George Lakoff and … Read more Thinking & Doing Are NOT Separate Things
What do you think the phrase ‘doing the basics’ means? A debate rages on what constitutes essential knowledge and skills at every level of schooling – from early years to higher education. I want to propose that the arts sector has the ability to shift the debate by showing how there is no knowledge, skill or process more fundamental to teaching & learning than the elements that form the performing and visual arts.