When it comes to designing student assessments, teachers can often get swayed by their instinct of being a topic expert over the actual requirements of the assessment. ACER India Research Fellow Bikramjit Sen discusses three common mistakes that teachers should keep in mind when creating a science assessment.
A new framework for learning through play has been developed to support teachers in the classroom and help guide policy and practice in the early years of schooling. The Australian Council for Educational Research (ACER) and the LEGO Foundation have worked together to develop the framework.
Students have a diverse range of personal and contextual factors that influence their access to and achievement in their education. A new global study calls for a re-evaluation of education systems to promote personalised education.
Events of the last two years have forced teachers and principals to think differently about how they can continue to best meet the needs of students and their families. In the third article in our series on ‘Learning during in the pandemic’ we speak to award-winning principal Suruchi Gandhi.
We know that participating in sport and physical activity benefits health and wellbeing. New research analysing global data has found it also has a small positive effect on students’ academic performance, particularly in mathematics and science.
‘In these pandemic times, where classes are still online or in hybrid mode in a few schools, the task of teaching has become trickier.’ In this reader submission, Geeta Gujral says schooling during COVID has brought with it the need to shift focus, beyond delivery of curriculum content.
School playgroups benefit children, their families, schools and communities. New research has identified six key features of high-performing school playgroups – how many of the six does your school playgroup have?
In today’s article, distinguished educator Ashok Pandey writes about his long-standing association with Teacher India, how the magazine has supported Indian teachers, and how being part of a wider community of practice can empower those in the profession.
'The benefits of a well-structured professional development program for teachers are well known. The challenge lies in the design, structuring, and execution of such a program.' Ashok Pandey describes a recent professional development activity undertaken at his school.
Teachers continually try to create a classroom environment where students engage, participate, and learn by posing questions. Sneha Chakravarty, Anveshna Srivastava and Koumudi Patil explain activities that build curiosity among students and encourage them to ask questions.
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