Learning and Teaching at Gilson College

Learning for living, Character for life, Hope for the Future


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Some excellent English usage, and other Infographics from huntingenglish

Alex Quigley, (I identified Alex from his twitter handle, @HuntingEnglish ) writes on his blog of the same name:

I have to say I am mildly addicted to finding these great infographics. They are an excellent way of presenting a vast amount of information in a lively, visually interesting way. I am set on finding the best of them and when I get some time in the summer actually creating my own!

Alex certainly has found some very informative and useful infographics, which you might be able to put to good use in your teaching and learning programs.

FOLLOW THIS LINK:
Infographics | huntingenglish


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‘Ten Roles For Teacher Leaders’ by Cindy Harrison and Joellen Killion, ASCD

Every teacher is a leader – in their classroom and in their school.

This principles of teacher-leadership outlined in Cindy Harrison’s and Joellen Killon’s article published in Educational Leadership in September 2007, Volume 65, No 1, ‘Teachers as Leaders’ continue to hold true and are worth thoughtful consideration by every educator.

Cindy and Joellen write:

‘The ways teachers can lead are as varied as teachers themselves.

Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school’s capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers.So what are some of the leadership options available to teachers? The following 10 roles are a sampling of the many ways teachers can contribute to their schools’ success…

Roles for All

Teachers exhibit leadership in multiple, sometimes overlapping, ways. Some leadership roles are formal with designated responsibilities. Other more informal roles emerge as teachers interact with their peers. The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers.’

The roles they outline are:

1. Resource Provider, 2. Instructional Specialist, 3. Curriculum Specialist, 4. Classroom Supporter, 5. Learning Facilitator, 6. Mentor, 7. School Leader, 8. Data Coach, 9. Catalyst for Change, 10. Learner

Read the full article and more about the roles here :


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Textbooks, or No Textbooks? Your thoughts!

picture of an e-learning classroom

21st-Century Students Need Books, Not Textbooks

An Opinion Piece by Colette Marie Bennett,

‘Colette is the English department chair at Regional School District #6 in Connecticut. She has spent 21 years teaching grades 6-12. She blogs about increasing classroom libraries and issues in education at Used Books in Class and tweets at @Teachcmb56.’

In her article Colette refers to new textbooks that are being published aligned to the recently introduced US Common Core State Standards. Considering that the  first four learning areas of the new Australian Curriculum are already being implemented in some states and are imminent in others, should we not also be looking at whether or not textbooks will or should continue to have a prominent place or indeed any place at all in 21st century teaching and learning in our country?

What is your opinion?

Colette writes:

‘My mailbox is stuffed with brochures showing glossy pictures of the brand new literature textbooks available for grades 7-12 in English/language arts. This generation of new anthologies will incorporate the same old materials newly packaged with activities aligned to the ELA Common Core State Standards. Many of the big names in education have contributed to the development of these textbook materials and offer expert advice in implementing objectives. The textbooks are stuffed with literary pieces, discussion questions, suggested topics for essays, and so many supplemental activities that no one teacher could teach all of the material contained in a single school year. However, if these textbooks are waiting for my endorsement, they’ll be waiting forever…

‘The literary pieces in these textbooks have not changed over multiple editions; most of the titles are in the public domain. They came with cartons of supplementary materials; however, at my school we not use these worksheets or canned quizzes. These materials are aligned to outdated educational standards and are not a resource for teachers interested in developing 21st-century skills. These issues highlight a central problem with textbooks: standards change, assessments change, and teaching methods change. The textbooks cannot keep up…

‘The reality today is that the materials in textbooks need only take up digital space. Most stories, poems, essays, plays, and novels currently offered in these textbooks can be found online and linked on teacher websites or class wikis…

‘Today’s new textbook anthologies are already outdated. They do not support a 21st-century classroom, they are expensive, and they stifle teacher development. But the most serious charge against any textbook, new or old, is that it does not foster a student’s love of reading. School districts should let the tradition of the textbook waste away and instead feed a student a book.’ Read the entire Opinion Piece here…


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Is Yours a Learning Organisation?


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“Instructional Leadership for the 21st Century Changes in Teaching and Schooling”