www.edsenseblog.azurewebsites.net/10-ways-to-improve-metacognition-in-students/
Benefits of developing metacognition in students.
Do teachers care more about your kids schoolwork than they do? How to fix the apathy problem
Sometimes the hardest (and best) course of action is for a teacher to let a student struggle
Link below for PDF version of a PowerPoint presentation given at the English Australia Conference 2018, Adelaide Hilton, Sept 22, 2017.
Title page slightly altered for a presentation at a Professional Development Day at Ability English, Sydney, August 30, 2018
PDF Version of PowerPoint presentation at the UECA 2018 PD Fest, UTS Insearch, May 12
Word document handout to accompany presentation above
The Nitty Gritty UECA 2018 UTS May 12
The Nitty Gritty – 25+ Pragmatic Tips for Independent Learning and University Success
Part 1 of 3 of a presentation at the University English Centres of Australia (UECA) PD Fest, at the University of Technology Sydney (UTS) – Insearch, May 12, 2018.
After introductions, context, and explanation of ‘Elvis Moments’, the first part examines tips from the library. Starting out with the Dewey decimal system, moving on to file naming conventions, textbook navigation, internet research, research databases, and lastly academic articles.
The second part then looks at the wider university and the genius of Mr Miyagi, the iconic character from the 80’s Karate Kid Movies, and his practice of killing two birds with one stone. After this old course materials are discussed, then learning management systems (LMS) followed by course software. Internet & Communications Technology (ICT) followed by processes and strategies are the focus of the third part. In ICT the flipped classroom, Googling, connectivism, reverse engineering, splitting the monitor screen, grammarly software, Google Docs voice typing, find functions, Google Translate, bookmarks, video to MPS conversion, book summaries, audio books, and finally Wikipedia are highlighted.
The final section of the presentation on Processes & Strategies begins with the 3R’s of referencing, report writing, and research skills, followed in rapid succession by content and language integrated learning (CLIL), visual imagery, multiple intelligences, IQ puzzles, levels & options, and Blooms revised taxonomy.
PS Please forgive the excessive information on the slides, I am breaking a rule that I teach my academic English students of keeping the slides simple in terms of text and images. This is so that the PowerPoint can be a reference for those interested.
Please comment, connect, or contact me at:
reinventenglish@gmail.com
robert.puffett@reinventenglish.com
www.reinventenglish.com
au.linkedin.com/in/robertpuffett
Twitter: @ReinventEnglish
Facebook.com/reinventenglish
Reverse Bootcamp: From dependence to independence in a 10 week Direct Entry (DE) course
Part 2 of 4 of a presentation at the English Australia conference, at the Adelaide Hilton, September 20 – 22, 2017.
After introductions and context, the first part examines the training wheels theory, which combines the stages and process of the gradual release of responsibility theory, with the staged self-directed learning (SSDL) model. These stages and processes are related to the DE course at CQU English.
The second part then looks at the it is what it is theory, an amalgamation of Biggs 3 levels – What students are, What teachers do, What students do; Learning styles – Surface, Strategic, Deep; and the PAH continuum – Pedagogy, Andragogy & Heutagogy. As in the first part, this amalgamation is related to the CQU English Direct Entry course. The second part concludes with the genius of Mr Miyagi, the iconic character from the Karate Kid movies of the 80’s, and how his killing two birds with one stone philosophy can get more done and better prepare DE students for university.
Part three proposes a new blended learning of connectivism, movement and environment. A constructivist theory for the digital age, actionable takeaways of connectivism for the DE classroom, as well as for the use of movement and environment, are explained and the involvement of the audience occurs with amusing results.
The fourth and final part, though rushed due to time limitations, explores the peak end rule, circadian rhythms, the 90/20/8 rule, flexible and dynamic grouping, cultural competency, class bonding, and classroom silliness (as a circuit breaker). It finishes too quickly on start-up methodology and the business model canvas.
PS Please forgive the excessive information on the slides, I am breaking a rule that I teach my academic English students of keeping the slides simple in terms of text and images. This is so that the PowerPoint can be a reference for those interested.
Please comment or contact me at:
reinventenglish@gmail.com
robert.puffett@reinventenglish.com
reinventenglish.com
Do you get the connection between the coolest Star Wars character and a taxonomy from John Biggs?
‘Enterprise Education – Connecting Schools with the Creative Knowledge Economy’ by Clive Graham
Dr Clive Graham oversaw the core subjects of my Master of Creative Enterprise (MCE) at CQU.
I am close to finishing this book and wish I’d read it years ago so I could have discussed it with Dr Graham while completing my Masters. His compelling case for a Creativity-Innovation-Entrepreneur Network and Transdisciplinary whole-of-school approach should be applied across all sectors of education.
