Search

“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 →

Tags: , ,

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 →

Tags: , , ,

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 →

Tags: , ,

Competencies and Capabilities

Competency is to do something successfully or efficiently. The person must have the necessary ability, knowledge, commitment and skills to do the task. These come from learning and regular practice. Whereas the meaning of capability is the condition of having the capacity to do something. What versus How What, is the task at hand. Does…… Continue Reading →

Tags: , ,

Feedback Ladder- Balance, Order and Harmony

Giving and receiving feedback is something that we encourage our students to practice as they engage in peer assessment. In fact, we give feedback to one another all the time informally. Therefore, learning how to feedback can enhance communication skill. Giving or receiving feedback is an art. Good art will always have Balance, Order, and…… Continue Reading →

Tags: , ,

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 →

Tags: , ,

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 →

Tags: ,

Daily Sponge Activities

Sponge activities are great fillers and intentional activities, for that time in the class when you still have some minutes to spare or are at that juncture where you wish to capture the thoughts of the students to evaluate their learning. Sponge activities work brilliantly for reflection time and critical thinking. As teachers, depending on…… Continue Reading →

Tags: ,

Why facts don’t always change thinking- The Backfire Effect

Our experiences help us develop our own world view or beliefs. New experiences not only help us strengthen that same world view but also at times help us modify the existing. But seldom so. When an argument, rationale, information, data is given to us as evidence that contradicts our belief, we very often, instead of…… Continue Reading →

Tags: , , ,

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 →

Tags: , , ,

What we measure is a reflection of what we value

In schools we measure student achievement in academics, sports and co-curricular. We measure number of admissions in an year. All this data gives you a good indication of perhaps how effective the school is. But does this indicate how successful the school is? To measure how successful a school is, should we not be looking…… Continue Reading →

Tags: ,

Fake environment

Candor is a virtue not respected enough. In our desire to be nice, polite or protective, we miss out on the opportunity to be honest, frank and helpful. Nothing is more dangerous to a students’ /child’s well being or ability to improve than creating a fake environment around them. An environment that screams, you are…… Continue Reading →

Tags: ,

Proudly powered by WordPress | Theme: Baskerville 2 by Anders Noren.

Up ↑

%d bloggers like this: