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“Do As I Do” vs “Do As I Say”

We learn from our surroundings. It holds true for not only students but also adults. Seeing Dhoni model a brand of shoe or Nadal wearing a certain brand during tennis tournament, encourages us to try out the same brand because we associate the brand with fitness, style and perhaps also social prestige. Identification  occurs with…… Continue Reading →

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Difficult decisions? Use Force Feed Analysis

We make decisions to fulfill our goals. Those goals can be immediate, short term or long term. Goals that affect us, our families, peers, society and the environment we live in. Many of these decisions are fairly simple to make. But  some, require a bit more deliberation, thought and rationality. I came across Force Feed…… Continue Reading →

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Re-culturing and not Re-structuring: Collaboration

As Michael Fullan said, ‘words travel faster than concept.’  This is more true now than ever, what with the penetration of media and the onslaught of information and new jargon that keeps erupting all the time. There is a lot more conversation around collaboration between teachers in schools and creating professional learning communities, PLCs. Which is…… Continue Reading →

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Using models of learning

Models don’t just give us a visual representation of the task , which in fact in itself is a good thing, but also a process that we can imitate to develop our skill and understanding. Each subject will have certain models that support students understanding in that discipline. How can then models help improve the…… Continue Reading →

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Graphic organizers -KWHLR chart

Most of us understand and value the use of graphic organizers. It’s real value lies in the fact that it encourages thinking skills. A skill that can be learnt. However, the real value lies in its use. Deliberate and frequent use. And that is what students need practice in. Graphic organizers are like maps. They are…… Continue Reading →

SAMR- Meeting needs

Most often two processes, auditory and visual come into play for learning to take place. The information is received and processed cognitively to create knowledge structures. With the past paced growth of technology in the field of education, it is now becoming more and more important to decide and select the ed tech tools that…… Continue Reading →

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Cognitive load

I have always found the experience of conducting lesson observations and class walkthru’s a learning experience full of insight and an opportunity for engaging in action research. For me lesson observation is not necessarily about observing the teacher but largely about observing the students. After all that is why it is called lesson observation. How…… Continue Reading →

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Direct experiences-Anecdotal records

Regular classroom teaching throws up innumerable direct experiences that are priceless opportunities for us to understand student learning and behavior. Just observing those and not recording them for better planning and preparation is very often a lost opportunity. Anecdotal records are one such method that I have often used when teaching. Observing the students working on…… Continue Reading →

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College Readiness Skills: Ability to Think, Read, Write and Present

Many times, teachers assume that the students are skilled in reading a text, understanding the same and critically analyzing it to draw their conclusions. However, what they can do is basically just read the text and develop some basic understanding of what the writer is saying. I have seen students struggle to analyze poetry and…… Continue Reading →

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Gagne’s Nine Levels of Learning

As I read about theories in education, I feel that teaching is, to quite an extent intuitive. Perhaps it would be safer to say that we do follow the process of teaching even though we  may not know the research behind why we do, what we do.  Therefore, theories create a shared common language for…… Continue Reading →

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