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Some sectors of human activity such as medicine, transportation and communications were transformed beyond recognition during the twentieth century. Compared with such megachange the practices of school have been virtually static. Seymour Papert 1995

Therein lies a challenge - accelerate that megachange in the classroom!

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Great tips for great teaching.

1. Teach using your own knowledge and passion.
2. Have regular non-technology times - where the kids learn using themselves as the resource and tool. 
3. Establish your own standards of community and interaction. Don’t rely on someone else or an external system.
4. Guide the students so that they become passionate, self motivated and engaged - without the need for any external reinforcement. 
5. Regularly move away from the confines of the classroom space and place learning into different contexts. 

Imagine if the process of learning became consistently absorbing - not confined to limited modes or places!

Three thoughts

The only thing better that ‘ownership’ is ‘authorship’.

Recognize moments of brilliance from the experts in your midst.

Our role as leaders is to foster the ‘sparks’ that already exist in our midst.

What if?

What if every teacher understood how to integrate kinaesthetic activities into every lesson?

(From http://mams.rmit.edu.au/osea2bus7vdv.pdf)

Kinaesthetic Learners

Kinaesthetic learners engage with learning best by doing something active, using their hands or body somehow. They prefer to ‘learn by doing’. They need to apply the information and make it their own by constructing something or practising a technique or skill. Often they take notes or even draw pictures or doodle whilst listening as this helps them to concentrate. These learners remember best what they did, rather than what they listened to or observed. They tend to use phrases such as ‘How does it feel?’ or ‘I need to get more of a grasp of the subject’.

Teaching tips for kinaesthetic learners

·         Include active learning opportunities

·         Provide opportunities to test learning by applying it in new situations either through problem solving or practical or simulated activities, such as role plays

·         Build in opportunities to transform the learning input in some way, for example, constructing models, drawing diagrams, explaining to others

·         Encourage students to learn by teaching someone else a skill or technique.