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As the COVID-19 pandemic continues to evolve day to day, online learning or distance learning is becoming a key alternative in ensuring that students and teachers have access to online lessons and activities.  Queensland Department of Education has released their new learning at home hub with a range of resources to keep students engaged during this time.  


Many school teachers have misconceptions about how much help home educators provide students and how much this impacts student authorship. This is especially the case if a student performs better than they had expected on an assignment or test. However, this should not be the case as home educators work under the same expectations of academic integrity as classroom teachers.


The goal of literacy success is often one of the main motivations for engaging a home literacy educator for your child. Capable and confident literacy skills coupled with capable and confident numeracy skills are the backbone upon which most academic success will rest.


Numeracy are vital for success in every discipline of learning, learning how to learn and how to understand the thinking and learning process (Metacognition) is even more important! Understanding how to learn and think is possibly the most vital skill set students should be acquiring.


Most teachers would be aware of the research into highly successful teaching strategies conducted over the past decades by Robert Marzano and John Hattie. Although their methodology differs, there are striking commonalities in some of the highest return strategies each identify in the research.


Hyerle and Alper (2011) argue that visual representation Thinking Maps, ‘serve as a device for mediating thinking, listening, speaking, reading, writing, problem solving, and acquiring new knowledge’.


Tony Ryan, describes 20 thinking keys that can be used with students to expand their thinking repertoire.  Like other thinking routines, these keys should be explicitly taught, as should their appropriate uses.


The concept at the core of a Habits of Mind Framework, like the ideas espoused by Edward de Bono and discussed in the previous weeks’ blogs, is that thinking or patterns of thinking and, especially, different ways of thinking are skills which can be explicitly learned and with sufficient practice become a normalised and automatised part of behaviour. Coupled with this notion is the belief that, if such patterns of thinking can be learned, so, too, can they be explicitly taught.


CoRT is a series of thinking strategies taught during thinking lessons designed to develop the ability to think in a range of different ways to suit different needs. It was developed in Cambridge University by Dr. Edward de Bono. Court strategies and tools aim to build flexibility and creativity, as well as logical and analytical approaches to problem solving.


Edward de Bono’s book, six Thinking Hats was released in 1985. De Bono soon became widely known for his development of a range of thinking strategies designed to develop lateral thinking.  His aim was to develop a range of thinking strategies to complement traditional approaches to logical thinking and so help thinkers uncover new ways of solving problems.


See-Think-Wonder is a routine for understanding complex visual sources. The purpose of this routine is to encourage students to make careful observations and ask insightful questions. It aims to stimulate curiosity and develop inquiry. By separating the two questions, What do you see? and What do you think about what you see? the routine helps students identify the difference between observations and interpretations.

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