Professor Guy Claxton, speaking at the 2012 Graham Nuthall Annual Lecture: Traditional education aims to raise standards by any means, but we are coming to see that preparing young people for tests, and preparing them for life, are different goals. How do we deepen learning so that it systematically builds the learning dispositions that the next generation will need? As work on ‘key competencies’ and ‘21st century skills’ evolves it is becoming clearer just what it takes to raise standards in a way that helps kids be ready for anything.
Professor Guy Claxton, speaking at the 2012 Graham Nuthall Annual Lecture: Traditional education aims to raise standards by any means, but we are coming to see that preparing young people for tests, and preparing them for life, are different goals. How do we deepen learning so that it systematically builds the learning dispositions that the next generation will need? As work on ‘key competencies’ and ‘21st century skills’ evolves it is becoming clearer just what it takes to raise standards in a way that helps kids be ready for anything.
Professor Guy Claxton, speaking at the 2012 Graham Nuthall Annual Lecture: Traditional education aims to raise standards by any means, but we are coming to see that preparing young people for tests, and preparing them for life, are different goals. How do we deepen learning so that it systematically builds the learning dispositions that the next generation will need? As work on ‘key competencies’ and ‘21st century skills’ evolves it is becoming clearer just what it takes to raise standards in a way that helps kids be ready for anything.
CORE Education's Maria Tibble is Te Marautanga o Aotearoa (TMoA) facilitator for the Waikato region. She discusses the professional responsibility that teachers have to ensure that their practice is effective and current, and points out that this responsibility extends to Māori students and the classroom practices that allow them to achieve.
Education consultation and writer Tony Ryan talks at Ulearn11 about how technology in the classroom relies on good pedagogy in order to be a meaningful resource. Tony believes we should explore pedagogies and learning models such as connectivism and the use of mobile devices to enable new ways to create and co-create knowledge.
Andrew Taylor comes from a device-rich learning environment in an Australian school. He challenges us to consider whether our focus is on the device or the pedagogy. He asks, "How does pedagogy impact on the device and what responsibility does the teacher have for reflecting on their practice?" The key, Andrew found, was developing a common language of practice.
