Tagunderstanding

Knowledge in ITGS

K

Recently I was asked to give a talk to first year IBDP students about the role of knowledge in ITGS as part of their regular TOK class. I chose to invoke the legendary Claude Shannon in discussing the transformative effect digitisation had on knowledge, and tie it in to the often specious arguments people make about the “half-life” of knowledge.

Thinking deep: beyond the specification

T

Students often struggle with higher level thinking skills when introduced to them for the first time. In this post I talk about exceeding the expectations of exam boards by going beyond an A* through embedding deep, critical thinking throughout the curriculum.

Long-term learning: embracing the Cornell method

L

For as long as I’ve been teaching content that requires more than a handful of notes, I have encouraged my students to use the Cornell method for note taking. Copying by rote doesn't work beyond remembering things. For comprehension & understanding we need a different approach - one I think is encouraged by this method.

Critical thinking in the curriculum

C

Critical thinking was once the purview of classicists & philosophers, but with those subjects still being squeezed out of schools that view them as elitist or irrelevant in the modern world, where does critical thinking fit?

What would your curriculum look like?

W

In September I moved to the beautiful island of St Helena in the South Atlantic. I recently started work on revamping the ICT curriculum, and am currently looking at a blank piece of paper surrounded by piles of reading material. What would you do?

Key questioning: don’t skip steps

K

When I was training to teach, one of my tutors had a section on his lesson plan proforma entitled "vocab". At the time, I wondered what possible reason there would be to have a vocab section for an ICT lesson plan - the kids know the vocab, right?

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