Phrases like “That’s a fantastic result”! and “Fantastic work!” trumpet high praise for students in our classrooms. What is the meaning behind those praises and ‘the fantastic’ in general as a creator of learning experiences? This is how I see it.
Welcome 9E Tutor Group. On this page you’ll find what work you’ve learned and what you can look forward to learning about even more.
Welcome 9E Tutor Group. On this page you’ll find what work you’ve learned and what you can look forward to learning about even more.
Jennie [Vine] and I working with the teachers in a similar way to the way we expect the teachers to work with the children. We have coaching conversations according to what we know about them as teachers and where they are in their thinking and in their skills and in their abilities.
The 1998 primary arts publication I worked on, which brought together a number of cross-curricular arts project for primary schools, is pictured on the right. As the resource was commissioned by five arts education associations, it was my role as chair of the joint committee to oversee the collection of exemplars of arts projects in … Read more
What do you think is meant by ‘doing the basics’? A debate rages around what constitutes essential knowledge and skills at every level of schooling – from early years to higher education. I want to propose that the arts sector has the ability to shift the debate by showing how there is no knowledge, … Read more
The size of data, the ‘knowledge economy’ and just about anything we can imagine in a Web 2.0 age feels overwhelming. This is why it’s useful to view case studies of what others are doing in applying technologies creatively, to see what is possible and how you stand it relation to the fast evolving scene. I recommend … Read more
I want to consider what it means to do ‘high-order thinking’ in arts education. The terms ‘high’ and ‘low order’ is commonly associated with Bloom’s Taxonomy, the basis of many marking keys for courses and exams in primary, secondary and tertiary education since the 1950s. In the past, I believe that its hierarchy of six … Read more
I find the categorisation of people into ‘thinkers’ and ‘doers’ rubbish: depending on the context, you can be damned or praised for being either. More significantly, the separation diverts us from dealing with a more important question of how thoughts and actions are inevitably, even if inexplicably, related. According to cognitive linguists George Lakoff and … Read more
