Sparks Fly - March/April 2011 Can imagination be taught? Evidently, because the d.school’s innovation hothouse is changing the way people think. A first-year graduate student in the management science and engineering program, Asha Gupta had barely started Design Garage, a course aptly characterized as an "imagination dunk tank"—and she was getting soaked. The students—an eclectic group with a budding musicologist, a neuroscientist, a journalist and two future lawyers—paired off to interview each other about anything that made them unhappy when giving gifts. "Ah, so the gift involves magic!" In nine rapid-fire stages, the students lobbed questions, exchanged answers, sketched out multiple solutions and then frenetically hacked together crude 3D mockups from materials seemingly stolen from a kindergarten playroom: pipe cleaners, yarn, spaghetti, glue, aluminum foil, construction paper. Such exuberant activity is the essence of the d.school, or, formally, the Hasso Plattner Institute of Design at Stanford. Word is out.
12 Myths About Student Engagement Student engagement is one of the most reliable predictors of gains in learning. We can all agree that students who actively participate in learning are more successful and satisfied with their own educational careers. Still, keeping students engaged is easier said than done. That’s why some of the oldest tricks in the book–such as grading participation and holding pop quizzes–need to be reconsidered if we want 21st century learners to stay motivated. What’s Wrong With the Way We Think About Student Engagement? Despite increasing interest in student engagement in countries around the world, there is no clear understanding of the construct. Lois Harris of the Department of Teaching, Learning, and Development at the University of Auckland says we need to starting thinking about engagement in terms of “schooling versus learning”. In her 2010 experiment, data from 20 Australian teachers were analysed to show how teacher thinking related to this distinction. The J. 1. 2. 3. 4. 5. 6. 7. 8. 9.
IDEO | A Design and Innovation Consulting Firm Quality Education Support Trust | On mission of Quality Education for Every Individual Institute of Design | K-12 Lab The d.school’s K-12 Lab team is abuzz with learnings from the recent DT2Schools Workshop. The workshop brought together teachers and administrators from 8 different schools, including two teachers from the Lab’s international partner Riverside School who came all the way from India. In addition to schools, representatives from Teach for America’s curriculum design team also attended. Teachers were immersed in design thinking with two cycles through our design process. They then turned immediately to apply the design process to their own curriculum to take design thinking back to their schools. Projects that were seeded during the workshop included such diverse concepts as a Second Grade Fairy Tale unit, an Empathy Tea for New Teachers, and a Design a Backpack Activity for 5th Grade Parents. To learn more about the K-12 Lab and what they’ve learned in two years of prototypes in classrooms and informal learning programs, check out their newly launched website.
Home Schooling From Term 1 2017, Victorian government and catholic schools will use the new Victorian Curriculum F-10. This page is currently being reviewed and may be subject to change. In Victoria, home schooling your child during their compulsory school years is a recognised alternative to attending government or registered non-government schools. When you decide to educate your child from a home base, you assume overall responsibility for the planning, implementation and assessment of your child’s education. The Victorian government recognises that home schooling can occur across a broad range of styles, from informal learning approaches to formal curriculum programs, and as such, does not mandate curriculum or reading materials for families who have chosen to home school. The following provides information on what is required from families considering home schooling their child. Key learning areas These learning areas are outlined in more detail in the Education and Training Reform Act 2006.
Innovation Excellence EDUCATION AND TRAINING REFORM REGULATIONS 2007 [Index] [Table] [Search] [Search this Regulation] [Notes] [Noteup] [Download] [Help] TABLE OF PROVISIONS PART 1--PRELIMINARY 1. Objectives 2. Authorising provisions 3. Commencement 4. AustLII: Copyright Policy| Disclaimers| Privacy Policy| Feedback Homeschooling Supplies (Aus) ---> Homeschooling Laws Education Laws We are often asked "What does the law say about homeschooling?" The answer is education in is a state responsibility and each state has separate legislation in relation to homeschooling. The legislation and regulations for each state may be found at the following links. General Index for all Australian legislation ACT Education Act 2004 ACT Education Regulations 2005 NSW Education Act 1990 NSW Education Regulations 2001 Victorian Education and Training Reform Act 2006 Victorian Education and Training Reform Regulations 2007 Queensland Education (General Provisions) Act 2006 Queensland Education (General Provisions) Regulations 2006 South Australia Education Act 1972 South Australia Education Regulations 1972 Northern Territory Education Act Northern Territory Education (Board of Studies) Regulations Western Australia School Education Act 1999 Western Australia School Education Regulations 1999 Tasmanian Education Act 1994 Tasmanian Education Regulations 2005 New Zealand Education Act 1989
Essay Writing: Writing: The conclusion of the essay The conclusion of the essay The function of the essay's Conclusion is to restate the main argument. It reminds the reader of the strengths of the argument: that is, it reiterates the most important evidence supporting the argument. Make sure, however, that your conclusion is not simply a repetitive summary as this reduces the impact of the argument you have developed in your essay. The conclusion provides a forum for you to persuasively and succinctly restate your thesis given the reader has now been presented with all the information about the topic. What is the significance of your findings? What are the implications of your conclusions for this topic and for the broader field? Are their any limitations to your approach? Are there any other factors of relevance that impact upon the topic but fell outside the scope of the essay? Are their any suggestions you can make in terms of future research? Example of an essay conclusion1 1 This essay has been adapted from material developed by R.