Learned helplessness in the classroom – What teachers can do
Thoughts on the Leaving Certificate Exams
I’m about 20 minutes into a class with 28 science students. We’re investigating electric circuits and how current, voltage and resistance influence each other and I’ve done a bit of theory in the class already, explaining the what happens with an animation and an analogy and a little bit of drilling (the voltage pushes the current, the current […]
“Teaching for the exams” has long been considered a dirty phrase in teaching. I believe it’s time to re-assess this, in a balanced way. Before my words are misrepresented, I believe in the importance of teaching subject content, skills, attitudes and behaviours that facilitate student learning and growth. In my subject, learning appropriate skills, attitudes and […]
Teaching in a knowledge rich society
Prosumers take in multiple sources of information, analyse it and then produce a new body of work. They act simultaneously as producer and consumer of information. Digital natives today are prosumers; absorbing information in different media forms and meshing it together to create something new. What does this mean for educators? Research and analysis skills […]
Teaching as a bricoleur
When teachers no longer are required to impart knowledge in society what role to they play? The teacher is first of all an expert learner and a professional. Someone that can structure learning, and the skills required for a field of expertise, in a way that can maximise group learning. The focus on knowledge transmission […]
Using the Goldilocks Principle to understand teachers
My development as a teacher has been led by a process of bricolage. Not that I knew it!
Goldilocks tried the first bowl of porridge and found it too hard bland. She tried the second bowl and found it too salty. When Goldilocks tried the third she found it just right.