Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction—a method you may have heard about […]

What is Bloom’s Taxonomy Bloom’s Taxonomy is a classification of the different objectives and skills that educators set for their students (learning objectives). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning. These 6 […]

Abstract thinking is about deep processes of the mind that look at several possible solutions to any given problem. Abstract thinkers can look at information from various angles, incorporating and applying learned materials to different situations. Much can be discussed about the difference between students learning concrete and abstract thinking methods. However, attention is rarely […]

Many people experience stress or anxiety before an exam. In fact, a little nervousness can actually help you perform your best. However, when this distress becomes so excessive that it actually interferes with performance on an exam, it is known as test anxiety. What does it feel like to experience test anxiety? You paid attention […]

Happiness lessons in schools… removing GCSE / CBSE /IGCSE oral language examinations because they are too stressful… are these political gimmicks from central government, or responses to a real issue regarding the emotional health of children and young people? What is certain is that the results of tests and examinations can form the basis of […]

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There are various models in which reflective practice can be developed from. These include Gibbs reflective cycle – Description, feelings, evaluation, analysis, conclusion and action plan. This model helps the learner make sense of their experiences and enables them to evaluate those experiences and adapt behaviours as required. This is a simple systematic process model […]

Reflective practice is a means of developing self-awareness relating to performance and behavioural change, enabling growth and development (Osterman 1993). For most, reflexive practice is a skill that has to be learnt. There are various theories and models that analyse reflexive practice. Experiential learning (e.g. Piaget) is the theory relating to reflexive practice, focusing on […]

Traditional more academic courses would benefit from a mixture of both objective and process based models. The linear model is appropriate in this instance especially if there is an exam or test at the end of the course. As for success/ a pass in the subject then clearly defined objectives have to be achieved. Accredited […]

A curriculum is a plan for learning to achieve specific goals. These pans can take various forms. There are 3 different curriculum models Linear –  all learning is defined in terms of what learners should be able to do at the end of the course. Its focus is on learning outcomes and uses a systematic […]