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Issue TTC7.1

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Editorial

The topic of the special focus in this edition is dialogue. As all the fads and fashions in education come and go, teachers return time and again to two unavoidable principles. The irst is that quality of learning depends on quality of relationships, shaped by educational aims, between teachers and learners. The second is that quality of learning depends on quality of dialogue between all participants in education, starting with dialogue in the classroom.

Date:
01/01/1970
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Making the difference with Dialogic Talk

Fiona Lovell explains what Dialogic Talk is, and describes the North Yorkshire LA ‘Talk for Learning Project’

Date:
01/01/1970
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The language of discussion

Researcher Fiona Maine speculates about what happens in children’s brains when they have a discussion.

Date:
01/01/1970
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Creative Dialogue: developing children’s minds through talk

Robert Fisher explores the differences between teacher talk, Socratic dialogue and creative dialogue.

Date:
01/01/1970
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Book Review

Towards Dialogic Teaching: Rethinking classroom talk, Talk for Learning Teaching and learning through dialogue, Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School

Date:
01/01/1970
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Thinking morally

Don Rowe argues that primary and secondary schools should help young people develop their ability to think about moral concepts, and suggests some ways that this can be done.

Date:
01/01/1970
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Logo Visual Thinking

Brin Best explores what teachers say about the value of LogoVisual Thinking, and links their enthusiasm to some major theories from the world of education psychology.

Date:
01/01/1970
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Curriculum innovation with imagination

Primary headteacher Richard Gerver advocates a curriculum based on skills and competencies, rather than on subjects.

Date:
01/01/1970
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Concept maps

Oliver Caviglioli continues his column on visual tools with an explanation of the concepts behind concept maps.

Date:
01/01/1970
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When voices are heard that are usually stilled

Bill Martin explains the power the created by achieving consensus about priorities in a school.

Date:
01/01/1970
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USE AND ABUSE OF ARGUMENT

 It is vital that our ethical decisions are based on good arguments. Simon Geschwindt gives some guidance.

Date:
01/01/1970
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Kate’s story

Judy Silver explains how ‘dynamic assessment’ and a programme of conceptual development changed the life of an underachieving child.

Date:
01/01/1970
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The thoughtful adventures of Tio

Peter Driver describes how action research can give staff the conidence to answer, for themselves, the question: What do we want our curriculum, our ethos and our school to be like?

Date:
01/01/1970
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Metacognition. What makes it special?

Steve Williams continues the professional development series with advice on how to approach the often quoted concept of megacognition or ‘thinking about thinking’.

Date:
01/01/1970
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