The modus vivendi of this blog is plainly self explanatory. ........
From 2020 onwards I intend to attempt to use my blogs also as an adjunct and index of sorts for my Facebook efforts.............Structure being formulated......
My main other blogs are:
cognatesocialistdystopia.blogspot.com......
mediaspinners.blogspot.com......
cognatemediaspinners.blogspot.com.......
gsscribbles.blogspot.com.........
Geoff Seidner
Tragically we - I mean the social justice encrusted free
world - are eons behind the terrorists who are freely
referenced as euphemised militants these days.
Thanks ABC.
YOU HAVE OSTENSIVELY WON THE LABELS / dictionary wars.
Now the empathy brigade of the brigandine boors will soon laud the merits of so called islamic state!
After all they are mere derivated labels AKA militants.
So we are reduced via classical salami tactics.
And it will go on after our generation has departed : merely the 20 year time scale for the incipient Islamification of the world will change somewhat.
This is what socialist dystopia will bring to my grandchildren's generation.
Someone tell me how on earth such tripe came to be publishable?
Virtually every paragraph is trite, childish and gives teachers cause for shame in contemplating the old saw that;
THOSE WHO CAN DO
THOSE WHO CANNOT - TEACH THOSE WHO CANNOT TEACH, TEACH OTHERS TO TEACH.
That refers to you JOHN HATTIE! You only answered my emails to the point of you realizing you qualify re above!
Comment from Geoff Seidner
As students across the country returned to their classes this week for the new school year, their teachers and school leaders were faced with the same question as every year: How will I help my students learn?
There is no shortage of strategies offered for teachers to try to improve students’ literacy and numeracy, cultivate their 21st-century skills and support them more effectively in the classroom. This commentary is likely only to increase, given the announcement this week that Labor will fund the last two years of the Gonski scheme if returned to government.
The implication of much of this advice is that the answer to “How will I help my students learn?” is sitting right in front of teachers, if only they would consider the evidence.
In some cases this is true, but few teachers in Australia are not across the works of our leading education researchers such as John Hattie and Patrick Griffin (who are two of the best in the world).
The commentary and endless advice to teachers neglects two other important issues. First, it ignores some of the complexities of school education that must be overcome before teaching that “following the evidence” can even begin. Second, and most irritatingly, it ignores the complexity of highly effective teaching. We talk about “meeting every child’s needs” so casually that it seems simple to most people. All of this undermines the professional expertise inherent in effective teaching.
So how will we actually improve student outcomes this year? There is clear evidence to support what many primary and secondary teachers across all school sectors are likely to have spent this week doing — getting to know the students in their classes, and perhaps taking time to meet their parents.
Student-teacher relationships are highly relevant to student learning. Good relationships have strong positive effects on student engagement and learning, while poor relationships can contribute to students feeling unhappy at school, leading to poor outcomes. Good relationships with parents are also crucial. While teachers have the biggest in-school influence on student outcomes, the impact of parents is greater. Student learning increases when what they are taught at school is reinforced at home.
While the evidence backs teachers getting to know their students, the practical reality of actually doing this can be fraught. Relationship building is notoriously difficult in many industries — and arguably particularly so in the school setting. A range of social and emotional issues can affect teachers’ efforts to build (or rebuild) relationships with the children, teenagers and parents they work with every day.
Building and maintaining a positive relationship with a student who has been excluded from another school or class for unacceptable behaviour, for example, or a student who is experiencing severe trauma in their home life, is certainly not impossible — teachers all over the country do it every day.
Beyond building positive relationships, everyone is telling teachers they must continually meet every child’s needs through differentiation, or individualised learning. This is often discussed in a manner that ignores the expertise required to achieve this. It involves assessing students to determine their ability level in a particular subject, and then developing and delivering teaching strategies that engage them at this level, while setting ambitious goals and monitoring progress towards them.
Some students will require support to catch up, others will require extension activities to advance their learning. To ensure learning occurs for all students, teachers know they need to revisit the differentiated strategies for their classes continuously, drawing on student outcomes data and professional discussions with their colleagues to trial new approaches when a student’s learning is stalling.
Teachers know that, while differentiation is important, it is extremely difficult to achieve in practice. This may seem surprising given how commonly “make sure you individualise your teaching” is proffered as advice to the profession, almost as a throwaway line. Good assessment requires sophisticated data literacy, content knowledge and student assessment skills. And effectively individualising teaching requires great pedagogical content knowledge — knowing how to teach particular concepts in different ways to students, depending on their learning needs.
Pedagogical content knowledge is a highly specialised component of teaching practice that must be applied differentially depending on the subject and the student. Individualising instruction for a Year 5 student who is struggling with arithmetic is different from individualising instruction for a Year 5 student who is struggling in literacy, in terms of both the knowledge of content areas and teaching strategies.
HUH??? gs
For example, a primary teacher will need to know how to support the learning of a student who is having trouble ranking fractions from smallest to largest on a number line.
This might involve using manipulatives (learning tools such as small wooden cubes) to demonstrate what written fractions represent. In the afternoon, the same teacher might need to select a strategy, such as guided oral reading, to support the literacy of a student struggling with reading.
To achieve this, the teacher might choose to put students into mixed ability pairs, and have each student take turns reading aloud and providing the other with feedback. Our education system and policy debate too often overlook the complexity of this work.
Even teachers well trained in differentiation are likely to be challenged by its practical reality. It is not particularly unusual, for example, for a single Year 7 mathematics class to contain students with ability levels ranging from Year 2 to Year 10. Effectively differentiating means the teacher would need to develop strategies to deliver the curriculum to students whose ability spans nine year levels, and continually reflect on and refine these strategies to ensure each student is learning.
For secondary teachers, effectively differentiating for this class means having to draw on primary school teaching pedagogies — in which the vast majority of them will not have received training.
So our only “advice” to teachers this year is to try to concentrate on just one or two things and block out the rest. Developing professional expertise requires prioritisation and Australian school education does not have a great history in prioritisation (at least for more than a week at a time). Focus on the areas where your students need most support and then consider how you can collaboratively develop the appropriate evidence-based instructional model. This then needs to be continually evaluated to gauge the impact of changes in instruction.
This is terribly complex but it is the best way to help your students, and exponentially more helpful than traditional professional development.
Only attend the conferences and meetings you have to. There are a huge number of conferences to choose from, but few will help your teaching.
As a hint, if there is a “futurist” speaking, don’t go. So try to ignore the myriad new ideas that people have, even though you’re likely to be hearing a lot of them at this time of year. “How will I help my students learn?” is actually a hard question to answer. Finding the right answer requires deep professional expertise. Developing this expertise should be the work of schools and of school systems.
Ben Jensen is chief executive and Jacqueline Magee is an associate at Learning First.
Here is merely one classical outrageous tactic Carr uses and it is the quote from Golda Meir to bash Israel: see below herein.
‘’I know some supporters of Israel would want to point out that there are a range of settlement categories. My response is to quote Israeli prime minister Golda Meir, who once said: “If you’ve got to explain, you’ve lost already.’’
Note carefully how much effort is required to uncover it as a scam! An abomenation of clear thinking. EVEN IF THE QUOTE IS 100% CORRECT - CARR PERVERTS IT BY IT'S VERY USE: SEE BELOW!!****
And note how contemptuously easy it was for Carr!
And who really understands or wants to understand this debunking? Who will bother reading it?
Indeed - who would have read and / or understood my original blog as above - and of course this interpolation*** herein?
Come to think of it - who understands the meaning of the word 'interpolation'?
Just for the record: Carr and that classical enemy of Israel The Austraslian's John Lyons have now used the outrageous DANIELLA WEISS QUOTE IN MULTIPLE CONTEXT AT LEAST 4 times. Sorry I do not have time to explain.
Sigh: who has the time....
And here is the classical chimera: Carr is indeed correct on what he quotes. Inspite - and because of - it is one of the worst examples of deliberate perversion of context because the very quote he raises is indeed an argument for the contrary!
LOOK AT
THE ABOMINABLE ABUSE BY CARR OF THE GOLDA MEIR QUOTE. WHICH SURELY IS CORRECT.
INDEED GOLDA M. WAS RIGHT IN WHAT SHE SAID; but Carr perverted it!
Effectively inverted it!
And dared
to use it to attack Israel.
Truly
sickening example of a shameless media fraud - who has like John Lyons - another
professional Jew hater has used one of the oldest tricks in the media - the use
and abuse of the quotable quote.
This is
how the above works:
Take a harmless quote.
AS ABOVE.
Note what the author [Golda M] was effectively saying: that enemies of Israel have it easy in being able to
throw lies and disparate distortions around knowing that the Jews will have a
job in demolishing the lies because ''IF YOU HAVE TO EXPLAIN [THESE LIES] YOU
HAVE ALREADY LOST THE ARGUMENT''
Along comes Carr and
perverts it: HE IS SHAMELESS!
NOTE THAT I HAVE
HAD TO SPEND CONSIDERABLE TIME IN CLARIFU+YING THIS PROFESSIONAL LOW - LIFE'S
LIES: AND I AM NOT SURE ANYONE REALLY CARES.
TO WIT THOSE WHO
KNOW AND UNDERSTAND INDEED DO NOT NEED THIS ULTRA - DIDACTIC
ANALYSIS!
INDEED- IT COULD
BE SAID THAT IF ONE HAS TO SPEND SO MUCH TIME AND EFFORT _ AND ARGUABLE SKILL -
ONE HAS ALREADY LOST THE ARGUMENT!!
There should be a
Truth and Misconduct Commission which would have the job of suing fraudsters
like Carr.
Regular dishonesty by
Carr is demonstrable in his articles and speeches on Israel. He should sue me
for this alone.
