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Sandagogy

foundr's blog

Keep quiet Mr Davis! - #allornothing

Following on from Conference, I took great inspiration from Amy Stothard’s session about ‘Flow Theory’ and the strategies demonstrated and discussed about helping students to achieve a state of ‘flow’ in lessons.  This area struck a chord with me as I have had a feeling for a while that I know the main reason why I feel my lessons can lack flow at times; it’s me!

All or Nothing Week - Think Like an Artist!

During All or Nothing week, we are aiming to explore the immersive and all- consuming experience of life as a working artist. Inspired by the notion of applying oneself fully to a pursuit or area of study, the artistic process seemed an ideal starting point to examine and explore new ideas with our students. We hope the week will develop our own teaching whilst triggering new experiences for learners. Working as a team, we hope to challenge our students to fully engage with the creative process and reflect upon their own thinking skills and consider the artistic thought process in order to develop their own creative work.

Space Festival - An Art approach - By Liz Kelly

Space and space travel has had an inspiring impact on art and artists throughout history. Whether from the fascination of space travel or undiscovered planets and stars of our universe, art has played a key role in helping us to interpret and visualise the mysteries of space and our solar system. 

Working Memory – my light bulb moment! - By Gemma Harvey

 

Working Memory – my light bulb moment 

Being part of the research advocates programme this term has been enlightening and rewarding. Not only have I had time to read about research that interests me but also receiving research article that inspire and resonate with me has been a lovely surprise, and it is one such article that I want to share with you.

The Science of Learning

The Science of Learning - A cognitive approach to classroom teaching

Listening to Learners - A toolkit journey

We started with the belief that listening to our learners was essential to being reflective and developing practitioners.  We both felt strongly that asking students their opinions on our teaching would benefit us. We drew comparisons to when companies ask for customer feedback on service. We as teachers are providing a service and the people who are using that service and relying on it being good quality are the students we teach.

 

We set out to lead a group of 10 others in a focus group on this topic. Our goal was to find a method or tool that could be used by all teachers within the school to enhance their practice by collecting feedback from students.

The focus group discussed the topic in detail and brought up some key concerns:

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