Forum pracy nad projektem wskrzeszenia The Forge

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Why the Brain Thrives on Variety
Action StepsThe following are opportunities that we can provide learners with:Reflection - get learners to write about a topic covered during a lesson,[link widoczny dla zalogowanych],including how they plan to use it.Visual - get learners to watch a related video or construct a mind map withimages of what they have learnt.Auditory - get learners to talk in pairs about what they have learnt.Somatic - get learners to build a model of what they have learnt.Intellectual - get small teams of learners to try and solve three challenging problems on a given subject. Questioning - hold a press conference at the end of a lesson and allow learners to ask questions on any content that they do not yet understand.What is a Teacher's Job?A teacher's job is to help a child discover their intelligence.Action StepsBy designing your curriculum holistically you can incorporate the following intolessons: Relationship and rapport building Creating a positive environment for learning. Connecting personal growth and life skills with all learning. Personal development that centres on the child's evaluation of themselves. Learning to learn and learning to think. Developing a classroom culture of confidence-building amongst learners. Creating an environment of collaboration amongst learners. Ensuring you appeal to a variety of different learning styles. Coping with Varying Levels of Prior KnowledgeHere is a quick and easy way to find out what pupils already know about a subject and move the whole class towards having a higher level of knowledge. At the start of the session,[link widoczny dla zalogowanych], get each child to mind map everything they know about a particular subject. Then ask learners to get into groups of three. In these groups, each pupil teaches the other learners three things on their mind map the others did not know. Each learner writes these down and adds these to their own mind map. Each group of three presents their mind map for one minute and the other groups add any new information to their mind maps. This article first appeared in Teaching Expertise,[link widoczny dla zalogowanych], December 2004.
The Court of Appeal pointed out that R and F's submission in the county court was of overt, conscious racism, and it was not prepared to find that there had been unconscious discrimination.The decisionThe Court of Appeal said that, unlike the ordinary civil claim where the judge decides, on the claimant's evidence only, whether the claimant has made out a case, in this case the judge had had the benefit of the whole of the evidence. Despite the school's failure to comply with the statutory requirements, the judge had been entitled to find on the basis of all the evidence that R and F had not proved racial discrimination.


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