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Want to teach ethical fashion to kids? Here's how | Teacher Network. How much did your outfit cost? Chances are, much more than you think. The clothing industry is the second-largest global polluter – after oil – and its complex production techniques and supply chains create a myriad of environmental issues. It takes 2,700 litres of water to make one t-shirt, and an estimated £140m worth of clothing [pdf] goes to landfill sites in the UK annually. The need for change is urgent – and education can play a key role in championing new attitudes towards clothing. Some schools are now working with organisations to explore the impact of the fast fashion industry. “The clothing business model is built on volume and getting the clothes produced as cheaply and quickly as possible – buy cheap, wear a few times and then throw away. Learning lifecycles Traid runs programmes at primary and secondary levels.

Aurora Thompson teaches design and technology at Haggerston School, east London. Social media and selfies “It’s a big issue,” says de Castro. Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP) <div class="msgBox" style="margin-top:10px;"><span class="errMsg"><div>JavaScript is disabled on your browser.

Please enable JavaScript to use all the features on this page. This page uses JavaScript to progressively load the article content as a user scrolls. Click the View full text link to bypass dynamically loaded article content. <a rel="nofollow" href=" full text</a></div></span></div><br /> Kate Wilson, , University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia Received 22 December 2015, Revised 1 October 2016, Accepted 3 October 2016, Available online 5 October 2016 Get rights and content Open Access Highlights Effective scaffolding enables students to succeed in challenging tasks by encouraging participation and a sense of agency.

This activity was “close to our lives”. “Once you understand you can put your knowledge and your opinion as well. 1. 2. The accidental global professional. A series of conflicts in teaching academic skills in higher education. Unresolved tensions, hard realities and conflicting agendas: a review of the BAAL/Routledge Applied Linguistics workshop : The Language Scholar. The BAAL/Routledge Applied Linguistics workshop held on 16 September 2016 at Manchester Metropolitan University focused on the theme of ‘mismatched and destabilised epistemologies and ontologies’ throughout the day, but perhaps not always in quite the way the organisers had envisioned.

Rather than explicitly investigate, explore and identify contrasting epistemologies and ontologies, these differences were apparent through the various frameworks that presenters used in their papers which focused on international students, English language assessment and, more broadly, UK HE. What transpired was that both the reality and construct of the international student served as a crucible where various interpretations and agendas met, clashed and, perhaps too often, passed each other by. Although the organisers (Khawla Badwan and Lou Harvey) did an excellent job in attempting to focus the discussion, there appeared to be several notable and crucial unresolved tensions throughout the proceedings. Integrating intercultural competencies. The concept of different “learning styles” is one of the greatest neuroscience myths — Quartz. Are you a visual learner who writes notes in a rainbow of different colors, or do you have to read something aloud before it will sink it?

Chances are, you’ve been asked a similar question at some point in your life, and believe the concept of different “learning styles” is perfectly valid. But, as Quartz reported in December, we all learn in fundamentally similar ways. And, as New York magazine reports, the idea that students learn differently depending on their personal preference for visual, auditory or kinesthetic cues is just a myth. In fact, it’s considered a “neuromyth,” which, as Paul Howard-Jones, professor of neuroscience and education at Bristol University, writes in a 2014 paper on the subject, is characterized by a misunderstanding, misreading, or misquoting of scientifically established facts.

Other examples of neuromyths include that we only use 10% of our brain, and that drinking less than six to eight glasses of water a day will cause the brain to shrink.


Instructional Strategies for Developing Critical Thinking in EFL Classrooms | Zhao | English Language Teaching. The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader). If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs. Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader.

To download the PDF, click the Download link above. Fullscreen Fullscreen Off Copyright (c) 2016 Cairan Zhao, Ambigapathy Pandian, Manjet Kaur Mehar Singh This work is licensed under a Creative Commons Attribution 4.0 International License. English Language Teaching ISSN 1916-4742 (Print) ISSN 1916-4750 (Online) Copyright © Canadian Center of Science and Education To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'.


Criticality. Defining Critical Thinking. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference. Critical thinking — in being responsive to variable subject matter, issues, and purposes — is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking. Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. Critical thinking varies according to the motivation underlying it.

Another Brief Conceptualization of Critical Thinking Why Critical Thinking? (Edward M.


Yes I Can: Self-efficacy - ‘Yes I Can’ is about having that growth mindset. More than that, it’s what happens when you have it. There are huge differences between fixed concepts of ability and the expanding conception of capability. There are reasons for fostering beliefs about capability, self-efficacy beliefs, in people. Self-efficacy is about having a growth mindset for a specific task. Actually we need it for so many different things everyday, but it isn’t a blanket belief that covers all.

‘Yes I Can’ in one setting doesn’t necessarily translate to another. And why not? ‘Yes I Can’ doesn’t happen overnight, and to make it last takes more than a reading of the well known story The little engine who could. Image CC BY-NC-SA by Viki I was talking to my students about teaching (I lead a degree in Instrumental / Vocal Teaching for musicians) and we got to thinking about the differences between school learning and university – and then of course compared these to music learning. #YesICan. Angelos Bollas EFLtalks - answers - 10 in 10 for YOU. LSE Language Centre PIM 19-03-2016. Cases on Teacher Identity, Diversity, and Cognition in Higher Education.