In the previous post, I introduced the rationale for implementing a range of strategies to help students start strong in their University courses. The implications
Category: high expectations
START STRONG, FINISH STRONG
A STRATEGY FOR PRE-CENSUS LEARNING DESIGN RATIONALE the data suggest that students who start strong finish strong Enabling students to make educated decisions about whether
DUAL CODING and ART – is there a connection?
I recently tweeted an imploration to primary teachers to teach more art in order to help secondary students become better at utilising the method of
NOT ACTUALLY LEARNING
Today I spent 7 hours on a mandatory course required to gain Teacher Registration in South Australia. For once, I was a student, and so
Finding time for CREATIVITY
This is part 3 in a series of blogs on creativity in the classroom. The first is here, and the second here. As stated previously,
Should I get my students exams remarked? YES
Marking exams is hard. Cross referencing a student’s work to a criteria is wrought with difficulty, can be plagued by subjectivity, a lack of training,
LEARNING DESIGN by Paul G Moss 