Are differentiated and personalised learning the same thing?
In short, no! Differentiated learning and instruction is about tailoring content to match learners’ abilities and is very much teacher-centred.
Personalised learning on the other hand is student-centred with students determining what and how they learn.
Blended learning models, increasingly used by the tertiary sector, present enormous potential for developing opportunities for personalisable learning.
Can 'forest bathing' improve student outcomes?
Why do we notice a sense of calm in our students and in ourselves as we spend time in the company of trees? Nature pedagogy is growing in momentum throughout the education sector, particularly in the early years.
A tree can have us respond with awe and wonder as we take in the beauty and acknowledge the changes it would have lived through; the strength against adversity and the way it captures the sound of the wind and bird song.
There is growing concern about the growing number of children and adults who are disconnected from nature. As educators we have the opportunity to make these connections for children.
This article explores the positive biological effect trees have on the human experience.
Everything we teach should be different from machines
At the World Economic Forum, Jack Ma from Alibaba argues that values, believing, independent thinking, teamwork and caring for others. He argues that Music, Art and Sports should be taught in school to ensure that we differentiate what it is that machines cannot do.
Future of Australia report echoes BBI's raison d'etre
This report titled: ‘Future of work in Australia: preparing for tomorrow’s world’ highlights some of the challenges facing educators going forward. Its findings echo those of similar reports and is the raison d’etre of the Beyond Boundaries Institute; to help prepare our young people for the VUCA (volatile, uncertain, complicated and ambiguous) nature of the future workforce.
Kindergarten students will face a different world when they graduate
Michael Anderson in his book, Transforming Schools argues that schools need to transform in order to explicitly build learners’ capacities to be ’agile and wise as they face complex and shifting problems’.
The BBI, through developing its Creative Industries program, seeks to provide a space within an overcrowded curriculum for these capacities to be developed.
Less ATAR more 'growth mindset' says Gonski
With the NSW government calling for a review of the role that ATAR plays in shaping our education systems, what is highlighted is that this emphasis might not be the best preparation for students in a rapidly changing and uncertain world......
What kind of Learner Are We Developing?
Our Curriculum Leaders began the year with Ron Ritchhart’s chart as a provocation to consider our learning culture at the College.
Ron’s table foregrounds some of the work the institute will take on in developing our ideas about how to transform teaching and learning from a factory model to an empowered, flexible and responsive model.