Category Archives: Standardised Testing

videos on fostering creativity

cool http://www.centerforchildhoodcreativity.org/resources/videos/

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Kaitiaki Collective – democratic schooling in NZ

Fantastic to hear! http://kaitiakicollective.weebly.com/ “Kia ora!  Join us in creating a democratic school in Auckland, based in part on the Sudbury Valley School model, and rooted in indigenous Maori wisdom.”

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why do we assess students at school?

I’m already sold on Peter Gray’s argument for free play as an educational need of children (and adolescents). However, consider some of these points: “About thirty years ago, a team of research psychologists headed by James Michaels at Virginia Polytechnic and … Continue reading

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Education and hunter-gatherer children

“Education, by my definition, is cultural transmission. It is the set of processes by which each new generation of human beings, in any social group, acquires and builds upon the skills, knowledge, lore, and values – that is, the culture … Continue reading

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Peter Gray on free play vs resume building in childhood

Peter Gray writes: “Children are designed, by nature, to play and explore on their own, independently of adults. They need freedom in order to develop; without it they suffer. The drive to play freely is a basic, biological drive. Lack … Continue reading

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Sudbury Valley School – Peter Gray on why this alternative to schools works

Peter Gray’s Free to Learn discusses an alternative approach to schooling, as it is exemplified by the Sudbury Valley School (http://www.sudval.org/). I wish we had schools like this here in New Zealand! “Sudbury Valley is a private day school located … Continue reading

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Age segregation vs mixed-age learning

I’m rather enjoying Peter Gray’s Free to Learn… consider some of what he writes on the segregation of children according to age in school: “Age segregation and lack of opportunities for free play add to the forces that work against … Continue reading

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Watch and listen

“Children do not appear with printed calendars, as on packets of seeds, to advise us when a given concept will germinate for them and then burst into flower.” (Vivian Gussin Paley) Ref: p.126 Vivian Gussin Paley (1990) The Boy who Would be … Continue reading

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…each student begins to learn

“Those of us who presume to ‘teach’ must not imagine that we know how each student begins to learn.” ~ Vivian Gussin Paley Ref: p.78 Vivian Gussin Paley (1990) The Boy who Would be a Helicopter: the uses of storytelling in the … Continue reading

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Assessing reading ability

Helen Irlen again: “Reading difficulties have basically been defined by standardized reading tests. Those instruments look for very specific types of problems, primarily in comprehension, encoding and decoding skills, and sight vocabulary. But reading encompasses many more skills than those. … Continue reading

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