I don't know if you can clearly see the panoramic view of my office below (thanks iPhone - I love your panorama feature!) in this post. I've only put it here to point up a reality that many people ...
Zoe Pyke's insight:
A very insightful article discussing Sugata Mitras experiment and idea of SOLE by children and whether schools are still necessary.
It questions how deep the learning is when performed in groups of children on computers (how much do they really discover without guidance from teachers?) and also what happens to other factes of education - ie: handwriting, grammar or performing multiplications by hand using our own heads and not the minds of a computer. Why is that not needed any more according to people like Mitra?
It also points to the fact that Mitra doesn't discuss the aspect of 'community', it is all about children learning together, alone and from each other. However schools have always been part of the community and a community in themselves, why is this not relevant anymore - surely community support is a good thing?
Studies indicate that children learn resilience when they hear what their relatives before them have faced.
Zoe Pyke's insight:
A interesting article that discusses how it has been found in studies that children show more resilience when they know about their family story and what their relatives have gone through before them.
It is firstly important I believe to encourage resilience in children. It seems we may have skewed too far on the side of sheltering kids, of wrapping them in cotton wool and telling them they're wonderful at absolutely everything so that when something occurs out of our control that is hurtful, painful or not to their plan it can be quite devastating for them.
I also found this to be a bit of inspiration for my Humanities AT2.
A very thorough resource produced by World Vision Australia and the Primary English Teaching Association Australia (PETAA) to bring together the teaching and learning of English and global citizenship education.
The site provides units of work on topics such as migration and sustainability and also gives options for teaching junior and upper primary as well as junior secondary.
It provides resources on how to take the lessons using an array of texts which creates a multi-disciplinary lesson plan.
Charles Leadbeater went looking for radical new forms of education -- and found them in the slums of Rio and Kibera, where some of the world's poorest kids are finding transformative new ways to learn.
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