Tag Archives: authentic learning

‘Making’ Does Not Equal ‘Constructionism’

‘Making’ is about empowering students to ‘make up’ their own minds. ‘Making’ is about empowering students to ‘make up’ their own minds—quite literally—regardless of the artifacts being constructed. This is the view I prefer to take. ‘Making’ should focus on … Continue reading

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The better to inform you with

This entry was originally published in my blog Ser y Estar: https://rafangel.wordpress.com ‘Oh! Grandmother,’ she said, ‘what big ears you have!’ ‘All the better to hear you with, my child,’ was the reply. ‘But, grandmother, what big eyes you have!’ … Continue reading

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Leading by Learning – Building a Hut

flickr photo shared by mrkrndvs under a Creative Commons ( BY-NC-SA ) license I’ve spent the last few days on Year 4 Camp at Camp Sunnystones. It was a fantastic opportunity to connect with students while completing a range of unfamiliar activities. … Continue reading

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The Things I think about when I Differentiate

I recently posted this entry in my blog Ser y Estar at http://rafangel.wordpress.com Many good and tough experiences with differentiation have made me realize that differentiation is not something that we must do because some students need help, or because … Continue reading

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Knowledge Building: What is it Really?

Isn’t it really just learning by another name? We hear a lot about knowledge building in education circles these days! What is it anyway? Why don’t we just call it learning? Where did this term knowledge building come from? When … Continue reading

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What did they learn?

*this is a re-post from my blog. This post is about my 9 IST 2014  Game On project originally premised on the notion of making the world more humane (see links for related posts). This was essentially a project-based learning approach (PBL) and it … Continue reading

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Learning to Learn by Learning – a Reflection on a Collaborative Project

In a post a few months ago I mused on the idea of providing time for teachers to tinker and explore. My feelings were that like the students we teach, we too all have areas of interests that we never … Continue reading

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