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In the classroom, loving children to understanding (Maya Angelou) Ethos ..by any other name

In the classroom, loving children to understanding (Maya Angelou) Ethos ..by any other name. Issues. In the classroom Loving Children To understanding. In the classroom ….the context. The learning classroom The thinking classroom The connected classroom

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In the classroom, loving children to understanding (Maya Angelou) Ethos ..by any other name

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  1. In the classroom, loving children to understanding(Maya Angelou)Ethos ..by any other name Professor Brian Boyd University of Strathclyde

  2. Issues • In the classroom • Loving • Children • To understanding Professor Brian Boyd University of Strathclyde

  3. In the classroom….the context • The learning classroom • The thinking classroom • The connected classroom • The extended classroom (without walls?) Professor Brian Boyd University of Strathclyde

  4. Example: Inside the black box • Black, William, et all and AifL • The lesson - pace and rhythm (Simpson & Boyd) - cognitive challenge (CASE, CAME) - Shared aims, questioning, feedback, peer-/self-assessment Professor Brian Boyd University of Strathclyde

  5. Loving………..ethos and climate • An ethos of achievement (HMI) • The motivated classroom (McLean) • Teachers’ and pupils’ belief systems (e.g. around learning and intelligences) • Expectations (setting, mixed ability and all that) • Class size, composition, identity Professor Brian Boyd University of Strathclyde

  6. Example: Better behaviour: better learning • The cognitive and the affective (Feuerstein) • Intrinsic and extrinsic motivation • Mediation by teacher, pupils, others Professor Brian Boyd University of Strathclyde

  7. Children……age and stage • Continuity, coherence and progression? • Transitions and transfers (Galton, Gray and Rudduck v Paterson) • Acceleration Professor Brian Boyd University of Strathclyde

  8. Example: Early Intervention • Closing the gap? • Models of learning • Follow through Professor Brian Boyd University of Strathclyde

  9. Understanding…deep or surface? • Metacognition, thinking, the brain, wellbeing • Particular theories and approaches (Perkins; Feuerstein; Lipman; co-operative learning….) • Theory and practice : teachers’ ‘craft’ knowledge: where and how acquire it and how they develop it • The curriculum Professor Brian Boyd University of Strathclyde

  10. Example: “Educating the whole child” • Impact of exams and testing on learning • Learning in and out of school • Family learning • Mens sana…………. Professor Brian Boyd University of Strathclyde

  11. A curriculum for excellence • Successful learners • Confident individuals • Effective contributors • Responsible citizens Professor Brian Boyd University of Strathclyde

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