Seating plans that enhance learning and shift the agency of being a responsible learner onto the students. I have always had a seating plan and in the past I have controlled the seating within my classroom. Sometimes creatively, sometimes out of frustration, most of the time to minimise behaviour issues. I have setup cooperative, ability, random and friendly seating plans. I have set… [Read more…]
May 16, 2009
Connecting knowledge relativism and learning highlights two perspectives for me. If we want to engage our brains in higher order thinking we need engage in activities that question ideas, beliefs, values and facts. We need to ask why, find answers and still look for more. In this instance, at this stage I agree with the critics… [Read more…]
May 16, 2009
When I think about the people I know who are committed to religious truths, from my perspective, I see people looking for direction, answers and perhaps excuses/reasons why things are the way they are. Answers to how the earth came to be, why the earth came to be and their goal in life is to behave… [Read more…]
April 25, 2009
I am much happier with my wiki entry this week. After losing my amazing Mum in March my cloudy brain is starting to clear and make connections again. This reading relates to the topic I have chosen for my LbD, adolescent brain development, ‘Use it or Lose it’. Providing a learning opportunity for teenagers to… [Read more…]
April 21, 2009
Learners not ready to learn certain things has proved a challenge for the educators of yesterday, today and will continue to challenge us tomorrow. Brain developmentalism has provided a view of learning from a biological perspective. The constructivist aspect of a learners brain enables us to identify the level at which students in our classroom are operating. Pre-language; language and… [Read more…]
April 20, 2009
Conditioned behaviours are certainly evident in my classroom – in the form of routines and attitudes towards, what I consider, effective learning behaviours. I have been teaching the same class mathematics and science for two years. Students aged 13 and 14. Observable, conditioned behaviours became extremely obvious to me when three new students arrived this… [Read more…]
May 18, 2009
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