Monthly Archives: February 2015

Teaching Gen Z

Generation Zs (5 to 6 year olds) make up the bulk of our school populations now. So how different are they from other previous Generations – X and Y – and what does this mean for what teachers need to do more of and less of?  Below I explore this issue – who Gen Zs are and  the implications for those who teach them.  Read More…

Expanding our teaching repertoire: why is it so important and so bloody difficult?

 

Why expand our teaching repertoire? Peter Taylor and I respond below: 

Some practices will always count as good teaching. Hopefully, many of Australia’s adult population remember with affection and respect the capacity of a number of their past teachers to engage and inspire them in their schooling years well before the advent of the internet. And many of those same techniques – clear instruction, well-structured processes, timely feedback and so on – continue to be markers of highly effective teaching. Those teachers who could make the most of an ‘empty armpit’ opportunity unencumbered by books, boards, biros and other bric-a-brac, who knew how to milk a ‘teachable moment’ to engage even the most reluctant child – their practices have always been valuable in our classrooms, and will continue to be so.

It is also true that, in a digital age, some practices that were once at the core of classroom pedagogy are now much less relevant to the way that our students learn. For example, the ability to keep children anchored to their seats doing singular, silent deskwork – a managerial capacity much admired by many principals and parents in the past – is now less valuable as a teaching technique, just as memorisation is less valuable as a learning technique. While there is still a place for quiet, solitary reflection in learning, digital tools now give teachers many more opportunities to provoke peer-to-peer student conversations in order to optimise their learning. Read More…

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