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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.

Term 4 is well underway which means the school year is almost over.  For many students, Term 4 is not only academically important, it is also one of the busiest times of the year.   It is the perfect opportunity to give a last-minute boost to grades, prepare for exams and brush up on test taking skills by working with a one-on-one educator.   

Metacognition, or cognition about cognition, is the ability to reflect upon how we process our thoughts.  One important trait of academically successful individuals is their ability to employ a variety of thinking routines or strategies for different tasks.

Australia’s attitude to education and learning, that most students focus upon grades rather than the abilities or dispositions that need strengthening. Part of our job is to start by refocussing such students. As Educators, we know that a focus on external goals such as Grades is less impactful than reshaping students’ understanding of learning and the skills and dispositions required to achieve external measures.

Researchers Richard Ryan and Edward Deci, articulated the Self-Determination Theory in the 70s.  It is a theory of human motivation that argues that intrinsic motivators are  more powerful than extrinsic motivators such as rewards and punishment. Self-Determination Theory argues that classrooms should aim to ensure students satisfy three primary needs: ownership, competence, and connection.

Create a plan of attack from now (yes, this week) until the day of the examination. Break your study up into manageable daily chunks. Keep spending a little time regularly practising and studying. This could be as simple as updating vocabulary lists, or re-doing a question you couldn’t do in class. Study one subject at a designated time.

Teachers should not take the powerlessness that students may feel because of perceived deficit for granted. This may, indeed, colour every aspect of their engagement with education and schooling.

In this blog, we discuss survival strategies for secondary students.  Strategy One  Use tape to divide a whiteboard into the 10 weeks of your term. Write the due dates of Assessment and exams in the appropriate week. Backwards map from these dates to draft dates, plan dates, finished research etc. Put all school check dates in the appropriate place.

In this blog I will discuss the company for whom I have decided to work as a home educator, and why I chose to work for this company rather than others. Consequently, I acknowledge that this blog is based upon my own experiences as an educator rather than more traditional independent research.

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