Reflective practice, in conversations, in writing, is the teacher’s secret weapon. It doesn’t matter if we teach at university, college, or school. The ability to look over our own shoulders (knowledge on action) can help us develop knowledge in action.
So there are a couple of reasons for this post. 1: The first is that our manager found the following definition of an inclusive work-environment in the Microsoft eLesson Unconscious Bias Resource: What does an inclusive culture look like? People are respected, valued, and seen People can be their authentic selves. There’s no need to […]
Lernen im Prinzip—Anwenden im Gegenstand. Learning in principle, apply on object. A brief explanation of my de-contextualize—re-contextualize concept.
Triadic Reciprocal Causation I forgot to publish this so this is still a work in progress, and for various reasons I cannot go into detail. However, I hope it still makes some sense. The last project in my old role: Discussions about resilience of students and the rise of mental health issues have been on […]
Catching up and refreshing my knowledge about all kinds of educational theory and research–it was inevitable to stumble across Bloom’s Taxonomy again–The University of Iowa ‘s CELT has developed a really nice model. I am still not convinced. But I am supposed to teach it. So how do you teach something that you consider at […]
Originally posted on With Heart, Mind, and Soul:
1 Spills When you covered half the house in towels to dye your hair And the dye finds 10 uncovered square inches to drip onto and stain for ever Why can I not just be clean and tidy? It’s not that difficult! Come on. 2 Bruises When…
How to link outlook sub-folders to your desktop so you do not forget to check them.
Padlets to share content wit students. Time and workload management board.
Get Organized–Get Things Done One of my aims for this year was to become better organized to find a system. And Heureka! Whoohoo! Happy Dance! I have found it. From beginning: I have a myriad of journals which I write for different purposes and with varying consistency. One for projects, for meetings, for messy ideas, […]
I have been making some headway catching up with literature on education, educational theories and helpful instructional books for emerging teachers in higher education. There is a lot of ‘because I say so’ writing. As Erziehungswissenschaftler (educational scientist) this is rather a nuisance. It makes we want to rebel: