do not make your end of year reading celebrations about the number. Instead, ask the students what they are proud of. What they have achieved and celebrate them all. Let them have the time to see how far they have come so that they can leave our schools with a sense of accomplishment that they might not otherwise have had.
For those of us like myself who (all of a sudden it seems) mostly find themselves the oldest teacher in room, there is a strange sense of déjà vu about the flurry of excitement around agency. The challenge to rethink the way we ‘do’ teaching and learning and the desire to wrench schools from the transmission/factory-inspired model of the past has burned brightly within so many educators for a long time. It is not a new idea and therefore, not one to be dismissed as a fad or ‘the latest buzz word’. And this is far from another proverbial 'pendulum swing'. I am eternally grateful to those who have gone before. Those who have believed strongly that learning is not something that gets done TO us - it is something we do for ourselves. It is so exciting to see a globally respected organisation such as the IBO place learner agency at the centre of its enhanced program. There is something palpably different about the new rise of ‘learner agency ‘ in the contemporary landscape.
Mr. Roth won almost all the major literary awards and published an exceptional sequence of historical novels in his 60s, an age when many writers are winding down.
1. The Performative, Public Self
2. The Quantified – or Articulated – Self
3. The Participatory Self
4. The Asynchronous Self
5. The PolySocial – or Augmented Reality – Self
6. The Neo-Liberal, Branded Self
Micro.blog is groovy. This is a community index, champion’s enchiridion of all things Micro.blog.
Organising a timetable that functions efficiently and also embraces Asimov’s conditions, providing the appropriate time and pace for our students to be deeply creative is a complex issue. It will be one of the biggest hurdles for our schools to overcome and is a vital component of contemporary learning design. Changing the way we organise time might just be the key to unlocking the ideal conditions for creativity in schools.
The existentialists lived in times of extreme ideology and extreme suffering, and they became engaged with events in the world whether they wanted to or not – and usually they did. The story of existentialism is therefore a political and a historical one: to some extent, it is the story of a whole European century.
When teachers share their strengths, respect the collaborative process, and focus on a common purpose (improved student outcomes), we all benefit.
Databases are our collective memory—with a lot more finality than a tweet, and more flexibility than a book or encyclopedia. In a hundred years, AllMusic is going to tell the story of music far better than it has any right to be told, with far more depth and nuance than a single Rolling Stone article could ever sum up.
Ideas are the seeds we plant; some may fall on stony ground but the lucky few find the fertile soils of curious minds just as our minds become incubators for the seeds of others.
As these ideas grow so we take cuttings and offshoots, replant them and let them develop in new, interesting ways. Sometimes they will seem the same but there will be nuance. They may share language or tread the same ground but there will always be variance, just as different cuttings from the same plant will adapt to conditions in a new environment.