Time surely for teachers to get off the current obsessive assessment and associated documentation bandwagon and consider a real alternative. Workload demands seem to be mainly associated with literacy and numeracy, much of it is generated by schools themselves!
If teachers provided skills at point of need this would result in quality learning across the curriculum and the creation of room environments that celebrate students’ creativity across the curriculum. We see classrooms as ‘mini Te Papa’ – with the students busy researching questions they feel is important, creating exhibitions (and portfolios), arranging demonstrations and interactive displays all featuring their language and art and making use of information technology.
believe process is more important than process but we beg to differ – both are important and student can only grow when they can see or feel they are progressing. Students learn through creation; knowledge, in this sense, is a ‘verb, a doing word.
respecting the student’s efforts, and always ensuring the learner feels in control. This is teaching as a creative act in itself.
Organising the school day for 21stCentury Teaching - the Craft of Teaching
or its proponents, this much is clear: it isn’t the “opposite” of phonics, and it doesn’t deny the importance of phonics. Even Kenneth Goodman, a pioneer of the Whole Language movement whose views are sometimes considered extreme, agrees that “you cannot read an alphabetic language without using and learning phonics.”’
math, science and technology. Using design to help others learn science is not intuitive, however, once practiced you will see how humanistic and authentic it is to incorporate design in any subject. Below is a list of the most promising benefits that I have noticed in the past six years for using design as a framework and making as the engine to empower students as they gain and apply their scientific literacy.’