According to the ideas that define the changes of the contemporary education in Poland, school should not be an institution focused only on teaching, but it also should develop the urge to learn in students, to help them in their self-development and self-realization.
SEN support is the term given to children and young people who have special educational needs or disabilities and require support, but who do not have an Education, Health and Care (EHC) plan or Statement of SEN.
It’s easy to see that escalating technical, socioeconomic, geopolitical, and demographic changes are altering how we work and the nature of jobs. Many call these changes the Fourth Industrial Revolution.
To conceptualize questioning it may be best to define the word by its basic meanings. The American Heritage Dictionary (1991) defines a question as “an expression of inquiry that invites or calls for a reply”.
This report focuses on the teaching of communication, language and literacy to children aged between 3 and 5. It may also be relevant for older pupils who have fallen behind their peers, or for younger pupils who are making rapid progress.
This project looked at ways in which teachers can raise attainment in GCSE mathematics and thereby increase the access chances of more disadvantaged pupils.
Whole child pedagogy centers on the belief that children should not be conceptualized as a disparate collection of cognitive, physical, and socioemotional parts, but instead should be viewed as dynamic individuals.
The Sutton Trust’s Missing Talent report found that 15 per cent of previously high attaining pupils at key stage 2 (KS2) failed to achieve in the top 25 per cent at GCSE, and that this group of ‘missing talent’ is more likely to include students from disadvantaged backgrounds.
Much has been written about the importance of closing the word gap as children start primary school. However, there has been relatively little focus on the transition from primary to secondary school (10–11 year olds).
Early mathematical understanding for young children is strongly associated with later school achievement. However, not all children learn the skills they need to succeed.
Adult life requires a range of skills in order for people to flourish, both in the workplace and in their daily lives, from the confidence and motivation to seek challenges and complete tasks, to the interpersonal skills that aid teamwork and other social interactions.
The term ‘non-cognitive skills’ refers to a set of attitudes, behaviours, and strategies that are thought to underpin success in school and at work, such as motivation, perseverance, and self-control.
Metacognitive and self-regulatory abilities are of fundamental significance for children’s general and academic development, and also, that these abilities are highly teachable.
Collaborative Reasoning discussions are intended to create a forum for children to listen to one another think out loud as they learn to engage in reasoned argumentation.
he purpose of this study was to extend this research by examining the influence of additional factors, in particular, achievement goals and comprehension monitoring, on low achieving students’ constructive activity after receiving help from a high achieving peer.
We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.
The evidence set out in this report confirms a great deal of research which has shown the rising importance of a cluster of skills that are both very ancient, and very relevant to the near future.
Thinking and reasoning processes such as problem solving, decision making, and the like have been identified as legitimate and even necessary 21st century skills. Making inferences is the foundation to many higher-level thinking processes.
Despite consensus on the need for critical thinking, there is still considerable debate over how it is learned and, subsequently, how education can best support students to develop critical thinking capabilities.
The Commission is a joint research collaboration between Durham University and Arts Council England, convened to look at the role creativity and creative thinking should play in the education of young people.