Ahmed Tlili’s Post

The main argument presented in Learning Innovation and the Future of Higher Education is that higher education is in the midst of an underrecognised and underappreciated renaissance in teaching and learning. https://lnkd.in/gYACiNYM #books #HigherEducation

The Bookworms Curriculum Navigation Report is now live!

VALUABLE INFORMATION FOR DECISION-MAKING.

The Reading League’s Curriculum Navigation Reports summarize intensive reviews of some of the most widely used curricula in the U.S. Unlike existing curriculum reviews, the Reports are based on The Reading League's Curriculum Evaluation Guidelines (CEGs), derived directly from scientific research. They call out non-aligned practices as red flags that may hinder student progress. Reviewing curricula for alignment with the evidence base is an essential first step in ensuring all students receive the high-quality core reading instruction required to develop strong literacy skills. Reports on Aprendo Leyendo, Amplify CKLA, EL Education, Houghton Mifflin Harcourt, Open Court Reading, PAF Reading Program, and Wonders are available now. [link icon] https://bit.ly/4cUptDL #TRLCurrReports #CurriculumReports #CurriculumReview

I believe that the ‘Just reading’ findings from the University of Sussex have the potential for significant impact on outcomes for all pupils, particularly those with lower starting points. In my view, they apply not only to literacy in primary and English in secondary but have the potential for improving outcomes across all subjects. If we are intent on closing the gap in our schools, particularly for those pupils who do not reach the expected standard in reading by the end of Y6, then it’s worth underpinning topics and units in other subjects with high quality texts. Underperformance in the reading SATs paper is generally due to a lack of vocabulary. So how do we develop pupils vocabulary? It’s through the wider curriculum underpinned by vocabulary rich texts. A high-quality text used to underpin the unit will help with the following: ·     It will provide background knowledge which we know is helpful when learning new material ·     A well-chosen text will contain the concepts and big ideas underpinning the unit ·     It will support pupil’s vocabulary development, because the written word is of greater depth and complexity than the spoken word ·     A great text will make learning accessible for all pupils This is backed up by research from Susan Newman Professor of Childhood and Literacy Education; New York University "Non-fiction texts build vocabulary, as these texts tend to include words that are more academic and conceptually dense, such as ‘predict’ and ‘investigation’." Taking account of this research, opens up great potential for how we think about curriculum planning, by underpinning much of the content with high quality texts.

CBSE Announces New Syllabus and Textbooks for Grades 3-6 in the 2024–25 Academic Year The National Council of Educational Research and Training (NCERT) is set to unveil updated syllabi and textbooks for Classes 3 to 6 for the upcoming academic year starting April 1, 2024. However, there will be no modifications to the curriculum or textbooks for other grades. This decision comes as part of ongoing efforts to enhance the educational experience for students, with a focus on aligning pedagogical practices with the new curriculum framework introduced in 2023. Joseph Emmanuel, Director of academics) at CBSE, emphasized the importance of facilitating a seamless transition for students and educators to the updated curriculum. As part of this transition, NCERT is developing a bridge course for Class 6 and concise guidelines for Class 3, aimed at supporting educators in adapting to the new teaching methodologies outlined in the National Education Policy (NEP) 2020. Additionally, capacity-building programmes will be organized for school heads and teachers to ensure effective implementation of the new curriculum. While the NCERT continues to work on updating school textbooks by the National Curriculum Framework for School Education (NCF-SE) 2023, there will be no changes to the curriculum or textbooks for other classes in the 2024–25 academic year. This initiative reflects the commitment of CBSE and NCERT to provide quality education and promote holistic learning experiences for students across the country. #ijkparty #ijkyouthwing #politics

The ability to focus and sustain attention to relevant information is important for learning in the classroom and for academic achievement. The more time spent focused on a task, the better the learning outcome. Studies have shown that during learning tasks, children look at the teacher when listening, but look away when thinking. Click here to read the full blog: https://linktr.ee/cslotweb

The Trent University Library & Archives and Trent Teaching Commons collaborate on an open educational resources (OER) program to help reduce textbook and course material costs for students. Read the full story: https://lnkd.in/dWMrRujA

Myth: OCTs can freely alter the curriculum. Fact: Straying from the curriculum can affect professional standing and student learning. OCTs are known for adhering to the Ministry of Education's guidelines and maintaining professional standards: http://oct-oeeo.ca/h9fm7z #OntEd

New preprint from our Pedagogy and Education Research Unit led by Maxine Swingler with David Nicol and Lorna Morrow: Do Students Generate Better Self-Feedback by Comparing their Work Against Assessment Criteria or Exemplars? Abstract Having students write their own feedback comments can positively impact their performance. To support these self-feedback productions, teachers usually provide students with information to compare their work against. Recent studies show that both assessment criteria, often in the form of a rubric, and exemplars promote grade improvements in draft-redraft situations. Yet little is known about the differential effects of these comparators on learning itself. The current study investigated this in a peer review setting. Students produced a written research report then one group compared it against information in the assessment criteria and another against information in exemplars. Both groups wrote self-feedback comments based on the comparisons they made. Results show that students produced more high-level process comments when comparing against exemplars while they produced more task-related feedback comments when comparing against assessment criteria. Students’ final grade performance was also better after exemplar comparisons. The implications of using different comparators to promote different kinds of self-feedback are discussed, as is the value of using instructional prompts to target different learning outcomes. By extending the range of comparators beyond the limited set currently in use and through appropriate prompting, teachers can help shift feedback agency to students and reduce their own workload. #highereducation #assessmentandfeedback