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This document discusses the Shared Thinking model of induction and transition for university students. [1] It uses whole-group enquiry, where students collaboratively construct a public view of their collective thinking through reflective dialogue supported by classroom technologies. [2] Research involves 5 case studies across different universities and years to study how Shared Thinking supports cognitive and social development during induction, transition, and placement review. [3] The goal is for students to experience learning as a resource for the group through generative discussion.
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Este documento resume la canción "Dulce Locura" de La Oreja de Van Gogh y analiza la vida y obra del pintor Vincent Van Gogh. Explica que la canción trata sobre la pérdida del amor y cómo afecta emocionalmente. El objetivo es representar los aspectos materiales y emocionales de una pérdida a través de la obra de Van Gogh. Brevemente describe la vida de Van Gogh, incluyendo su deseo de ayudar a los demás, su decepción al descubrir que su pintura no tenía éxito,
Lubango lindo...
O documento descreve a cidade de Lubango, capital da província de Huíla, em Angola. Em três frases, convida os leitores a voltarem sempre à cidade do Lubango, descrevendo locais como o Caçulinha, os campos de jogos, a piscina e os novos campos de ténis, enquanto mostra imagens destes espaços.
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Arts et Métiers - OpinionWay Les lycéens et l'industrie avril 2014
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The Hong Kong Special Administrative Region (Hong Kong) ratified the United Nations Convention on the Rights of the Child (CRC) in 1994. Participation rights under Article 12 of the CRC states that State Parties should ensure that children’s views are given due weight on matters affecting them (Article 12 CRC, 1989). Pupils’ voice is often attributed to this Article and has consequently become a growing area of concern in schools (Lundy, 2007). Despite the international call for increased pupil voice in schools, there is currently a dearth of literature in regard to children’s voice in primary schools in Hong Kong (Forde et al., 2018). The Concluding Observations by the Committee states that there is a lack of “effective and broad mechanisms…to promote and facilitate respect for the views of all children and children’s participation in all matters affecting them” in Hong Kong (CRC, 2013). As a Chinese Confucian society, Hong Kong places respect to teachers at the highest priority and children are expected to not challenge or question them (Ng, 1996, 2001). Therefore, this research aims to understand the extent of which children believe they have participation rights in a faith school in Hong Kong and whether school leaders and parents understand children’s rights. Departing from an interpretivist perspective, this research draws on 12 semi-structured one-on-one interviews to better understand the participants’ lived experiences and views of children’s voice at school. The initial findings suggest that tenants and values stemming from Confucianism play a significant role as to why children’s voice is often not encouraged within the school as academic success is prioritized. However, students demonstrate forms of agency by articulating their personal views and voice. Ultimately, this demonstrates conflict between the children’s prescribed behaviours stemming from Confucian culture and their own autonomous thinking.Epistemic fluency perspectives in teaching and learning practice: Learning to...
Summary
Capacities to drive collective learning, address jointly complex practical challenges and create innovative solutions are seen essential for future graduates. How to prepare students to lead complex collaborative learning, change and innovation projects? How to assist them to develop knowledge and skills needed for resourceful teamwork with other people who have different expertises, experiences, and interests?
Systems, Change and Learning is a blended graduate course in the Maters of the Learning Sciences and Technology program that aims to develop students’ capacities to lead complex organisational learning and educational innovation projects. Rooted in systems theories, cybernetics and the learning sciences, this course: 1) introduces students to the theoretical approaches and methods for understanding complexity, facilitating individual learning and managing change, and 2) provides them with practical experiences to engage in systems inquiry and collaborative innovation design projects.
The course draws on the second-order pedagogy and grants students’ agency to design not only the innovation, but also their own learning and innovation process and environment. Students choose complex real life organisational learning or educational change challenges and, over the course of the semester, work in small innovation teams by analysing an encountered problematical situation, modelling possible scenarios and developing innovative solutions. As a result, each team creates a practical guide for Change and Innovation Managers who will be tasked with implementing the proposed innovation in an organisational setting.
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The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
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This document discusses the need for changes in education to better prepare students for the future. It notes that traditional practices like worksheets and standardized testing are still common, despite limited use of technology. It outlines features of current educational systems that are reactive, rigid, and poorly aware of learning research findings. The document calls for a new culture of learning that leverages social and technical tools to develop skills like collaboration, problem solving, and innovation. It emphasizes learning throughout life in various contexts and cultures.
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1. Participatory action research involves researchers and participants collaborating to address social issues and enact positive change.
2. It is participatory in that community members are actively involved in the research process from start to finish.
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The document discusses constructivism as a learning theory where students actively construct knowledge based on their experiences. It describes key theorists like Dewey, Piaget and Vygotsky and their views on how learning is an active process where students build on prior knowledge and social interactions. The document also contrasts traditional teacher-centered classrooms with constructivist student-centered approaches and discusses principles of constructivism like knowledge construction, social learning, and using student questions to drive instruction.
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