‘Being reflective by collaborating with colleagues, committing to improvement, building on current skills and knowledge and sharing with others is vital for all educators.’ Here, we speak to school leaders about the importance of and skills needed for reflection.
An industry report from the University of Melbourne says deeper, more systemic change is needed to help ‘future-proof’ students. Researchers say this must start with altering what and how we assess when it comes to the general capabilities, particularly the skills which relate to employability.
‘This alternative paradigm is more than a different way of structuring the curriculum; it invites new ways of thinking about teaching, learning, assessment and reporting—in a sense, a redefinition of “normal” practice,’ Professor Geoff Masters AO writes in a new Teacher article.
The annual Youth Survey Report from Mission Australia shows young people in Australia are becoming increasingly concerned about equity and discrimination, and remain affected by stress levels and mental health. Here, we look at the survey findings which detail the experiences of over 25 000 young people in 2020.
‘Through careful reflection, design and planning of daily learning activities, teachers can identify opportunities for teaching resilience in their classroom.’ Dr Sarah Tillott and Dr Michelle Neumann discuss learning activities that foster resilience in the classroom.
Dr Pauline Ho and Dr Katherine Dix share the findings of a systematic review investigating the impact of wellbeing-related interventions on student academic and wellbeing outcomes, including four ingredients for effective implementation and three recommended actions for schools.
‘While this crisis has exposed the many inadequacies and inequities in our education systems, this moment also holds the possibility that we won’t return to the status quo when things return to “normal”,’ Andreas Schleicher writes in his latest Teacher column.
‘Evidence shows that both young people and adults need to have both sets of skills and knowledge – numeracy and mathematics are different, but mutually beneficial and critical. Hence the critical need to connect the two, and not ignore either.’
Media coverage of the Californian wildfires has evoked reminders of Australia’s past bushfires and prompted discussion about the coming season. In today’s article Patrice O’Brien, Chief Community Officer at Beyond Blue, discusses why talking about bushfires with your students, no matter where your school is located, can help ease anxiety.
The yourstoryourjourney website has been created to help teachers and school leaders form relationships and partnerships with communities and parents to achieve better educational outcomes for all Aboriginal and Torres Strait Islander students.