Training and Assessment Innovation

Exposure to Rhythm (hearing a beat and moving to a beat) can also help the vestibular system develop, which is responsible for balance and co-ordination. This is to do with the ear, not the brain, but still contributes to development.

2014 is the year of personalized learning.

have a look to this simple and useful compilation of trends in Teaching and Learning for this year

adicionar a sua visão ...

agregar su visión ...

el juego es un contexto valioso para el aprendizaje

La importancia de los juegos en la educación

I had to zoom this to read it, but it was well worth it!

amo a ideia de infografico para traduzir o colorido da aprendizagem futura...

This article explains how students get excited about working with other students through social media and how these results can be very beneficial to the learning process.

Our brains' penchant for efficiency means they aren't great at syncing our behaviors with our core principles in every context.

Jackie shares some important pointers in this guest post about guiding learning and the importance of context when learning.

The more you can apply what you're learning to your every day, the more it'll stick in your head. The reason is simple. When you're learning by doing, you're implementing everything that makes our memory work. When you're able to connect what you're learning with a real world task, that forms the bonds in your brain, and subsequently the skills you're learning will stick around. 

We learn best when we have context, and that applies to new skills as much as it does random facts in school. That's why something like the transfer of learning is helpful when you’re learning a new skill. This means you're applying your new skills in your day to day life in a context that matters.

Learning can make sense and is similar to how we make sense of other things. We do it gradually through experiences and building knowledge as we go. Talking, thinking, and reflecting about learning are the key factors to understanding. In the sense-makers guide,  Watkins writes that there are four teaching practices that can help learners make sense of their learning:

> Notice learning

> Have conversations about learning

> Reflect on your learning

> Make learning an object of learning.

See more at: http://www.personalizelearning.com/2014/04/making-sense-of-learning.html#sthash.jbiaHG5A.dpuf

 Think about your own experiences when you were young and you felt like you could play and choose how you would learn? Then think about the times when you were told how to play or learn.

How did you feel in each of these situations?

Each of us has our own experiences growing up, different relationships, and how we learned. Each of us comes from small or large families with different backgrounds, neighborhoods, and friends. Because of these experiences, we are different than others. We are unique. Our learning experiences are personal to us. We are born inquisitive, curious, and creative. The power of us is our diversity. Each of us learns in different ways and may choose a different way to learn.

Responsibility means a moral obligation and something taken upon one's self.

Accountability is more of a social contract or social obligation. Accountability can be measurable. If teachers are accountable for their learners' learning, then why would learners feel responsible for their own learning?

When learners feel a sense of ownership, they want to engage in academic tasks and persist in learning. If teachers and learners are learners first, then responsibility comes with being a learner. Learners of all ages become responsible for their learning when they own and drive their learning.

So what is it? Teachers and learners need to be accountable for their own learning by taking responsibility for their learning. What do you see as the difference between accountability and responsibility?

My goal is always to encourage students to take ownership of their learning.  What you learn is yours-- it can't be taken away!