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ratings

What kind of feedback do you give? Constructive or destructive?

Providing someone with feedback is valuable. In our roles as educators, whether facilitator, leader, teacher, or a combination of all, we leave ourselves open to opinion. From time to time this feedback is shared constructively, points are collaboratively established to be worked through and targets are set. The outcome? Positive change. And then there are
level up

Level up your inclusive practice

Here’s a loose attempt to apply a gaming analogy to valuing and planning for diversity in your learning community. Level 1 : Planning for the predictable Imagine this scenario: You have been asked at short notice to prepare lunch for 20 people You don’t have an opportunity to find out about preferences/allergies You are directed
I am still learning

Finding the joy in learning. Harnessing the power of ‘What if…’

I cannot believe that I have just spent the last four hours learning a new skill, so engrossed that I was totally oblivious to the passage of time. My goal was to become familiar with a new (for me) digital tool to share with teachers. I saw its potential to increase the engagement of students
student engagement

Engagement – visibility = mischief

Curiosity is a natural part of learning and is especially evident in our young learners. This natural drive to know about the surrounding world is a brilliant aptitude that supports us as educators when developing teaching and learning programmes. A curious child can be engaged for hours on end in their own world of knowledge
welcome

How welcoming are your school environments?

Have you ever walked through your school and asked yourself, “Who would feel welcome and comfortable here?” I am sure we have all walked into a space where we immediately felt comfortable and, conversely, have been in spaces that do not feel welcoming or comfortable. What is it about those spaces that engender those feelings?
too busy

The Curse of Busy — 6 Questions to ask yourself

As the often-shared memes say, being busy is, unfortunately, a bit of a “curse” in education and beyond. From my work in schools, I see some people feel swamped by their workload, others are just managing. Not many, though, seem to feel that the amount they have to do at work is realistic or sustainable.
lonely desk

Towards excellent user support

Background If you attended university, you will remember that nobody really cared that much about whether you passed, failed, or simply dropped out. Unlike school, nobody asked you where you were yesterday. It was something of an awakening. You could learn from it, or you could make some expensive mistakes. Whether you passed or failed
digitally fluency

Digital Fluency, Literacy or Technology: what’s the difference?

Digital fluency remains on the lips of many educators and leaders around the country at the moment. TKI suggests ‘A digitally fluent person can decide when to use specific digital technologies to achieve their desired outcome. They can articulate why the tools they are using will provide their desired outcome.’ (TKI) But isn’t it a
children have rights

Weird, why wouldn’t they ask me? — Understanding children’s rights

For quite a while now I have been interested in children’s rights and how they can support our work with children and young people. Years ago, when I first told people I was doing my doctorate about children’s rights, I was surprised by how many reacted with comments like, “What about our rights as the

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