GOODBYE TO BLOG- LAND.


Out of fear and out of my perfectionism being frustrated by the medium itself, losing work, and trying to search for exciting research papers, I have grown and learnt much, not the least from my remarkable colleagues at our school, in our distributed learning environment. I have not finished part three of our assignment and I am most annoyed at myself for that because I did alot of background reading so the seemingly naive start to my critique was not just going to continue in that ipso facto way..........but .reality has bitten.......and so,we go.

NEDNILM'S CRITIQUE CONVERSATION
AND REFLECTIONS ON THE ABOVE.


There is an African proverb which says that when one begins a conversation one cannot see the end.
In Ancient Greece, Socrates encouraged learning through discussion between teacher and pupil, and it was so in the Mystery Centre at Eleusis. This art of conversation is something which also lives in initiatives which arise out of Rudolf Steiner's work. In Steiner Education, ideally listening and speaking skills are enriched by the rhythm, rhyme and repetition manifest in the best English poetry and the wisest stories we can possibly tell. Children's contributions to this process can be inspirational. This can be the best possible basis for a true TFU ( Teaching for Understanding )because true learning and understanding in primary education is to be attained through a healthy diet of nourishing content and meaningful activities, guided by a strong and loving teacher, not a computer.

LORIEN TEACHERS
AT THE END OF OUR P.D.H.P.E. COURSE...............

UNDERSTANDING LEARNING FOR UNDERSTANDING..............

There are 4 central questions about teaching.

1.What shall we teach ?
2.What is worth understanding ?
3.How shall we teach for understanding ?
4.How can students and teachers know what students understand and how can students develop deeper understanding ?

David Perkins, one of the key researchers at Project Zero, Harvard University has described TFU (Teaching for Understanding) with the metaphor of the weaver, the teacher having control of what is being woven on her tapestry.
However, the rich tapestry with threads of thought from deep learning , woven across the frame of the classroom , is the result of collaborative learning betwixt both teacher and students.These tapestries arise out of the Teaching for Understanding framework,and I have chosen a paper titled : Teaching for Understanding : The next Hundred Years, by Jerry Fluellen Jr. to study in closer detail here on the weblog.

LEUNIG'S TAKE ON TEACHING FOR UNDERSTANDING................

God be with those who explore in the cause of understanding,
whose search takes them far from what is familiar and comfortable and leads them
into danger or terrifying loneliness.
Let us try to understand their sometimes strange or difficult ways;
their confronting or unusual language;
the uncommon life of their emotions,
for they have been affected and shaped and changed by their struggle at the frontiers
of a wild darkness,
just as we may be affected, shaped and changed
by the insights they bring back to us.
Bless them with strength and peace.
Amen.

DISTRIBUTED LEARNING ENVIRONMENT

REVIEW OF THE DAY........ Today was the first day of our holidays and the first day of our Notre Dame Personal Development, Health and Physical Education Course.

It is gratifying to realise that in theory at least the New South Wales Personal Development, Health and Physical Development syllabus supports the whole person, and that its implementation has the potential to contribute to improved and ongoing quality of life for all individuals within the community.


The syllabus is based upon the understanding that health encompasses all aspects of an individuals wellbeing, inclusive of social, mental, physical and spiritual health.
This is then enriched by the systematic and explicit teaching of personal and social skills so that students can grow in resilience and have a basis for a resourceful management of their own lives.

So it is our great on-going pleasure and challenge to support and help develop the knowledge and understanding, skills values and attitudes that will enable students and their families to lead healthy and fulfilling lives.

I am most interested to realise that the government expects and encourages parents as well as students to actively support and contribute to the programme for Personal Development, Health and Physical Education .

KATHRYN'S PDHPE BLOG

---