Four tips for teachers to improve both the learning experience and the emotional response for dyslexic students.
I’ve been giving some thought to how much relationships in media influence the way we think about relationships in real life. While the research findings on the subject aren’t unsurprising, it is clearly a highly relevant theme in teaching media literacy.
When we spend time talking and playing with children in an early childhood setting, we learn more about what interests them. In that way we gain more opportunities to build on their early experiences, extend their learning and so enhance their development.
Last article in a four part series from Pam Hook, explores how SOLO Taxonomy and Hexagons can shift students’ understanding to a conceptual or SOLO extended abstract level.
Most classes include at least a couple of struggling readers, but how can teachers offer support to improve their literacy skills?
Why teach science to young children? Because young children and science are a natural fit.
In the third part of the series, Pam Hook explores how SOLO Hexagons can support students to move to a deeper level of understanding – the SOLO relational level – in relation to climate change.
Being new early childhood educators can be overwhelming. There are many challenges that present differently in the real world compared to studying early childhood education and care.
Climate change is important to student’s learning because they are are already experiencing rapid physical and social changes in their own lives.
Adventurous, risky play is often considered too dangerous for young children, but it is essential for child development and resilience.
Second of a four-part series by Pam Hook on SOLO Hexagons and SOLO Taxonomy – a fusion of SOLO Taxonomy and hexagonal thinking as a powerful strategy for teaching systems thinking.
Pam Hook presents the first of a four-part series on SOLO Hexagons – a fusion of SOLO Taxonomy and hexagonal thinking as a powerful strategy for teaching systems thinking.
Play and learning. Not opposites, but complementary. Associate Professor Christine Howitt discusses how play is what young children naturally do and how they best learn.
The practice of planning provision around schema (patterns of repeated behaviour) rests on the premise that by noticing strong drives or interests in children, educators can support development.
Children change over time – that is indisputable. Bridie Raban discusses how early childhood educators have a significant role to play in children’s learning by supporting children’s change over time so that it does not rest with development alone.