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  • Why Education Systems of Tomorrow Must Start with Teachers, Not the technology

    by Cameron Mirza

    Educators around the world are trying to tackle the “complex problem” of how to modernise education systems and better prepare young people for the opportunities and challenges of an uncertain, unpredictable, and fast-moving 21st century. Teachers are currently functioning in a learning environment they may have had little or no training or for that matter any experience of distance learning. Whilst covid-19 has disrupted schools and universities around the world, it has, at the same time, quite rightly raised the status of teachers as many parents struggle to adapt to homeschooling. Therefore, now is the appropriate time to examine the future role of teachers and more importantly how policymakers and education leaders can support and enable the teachers of tomorrow to continue to change the lives of millions of learners around the world.

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  • Assessment for Learning in Times of Online Teaching

    by Mario Herrera

    Current English Language Teaching calls for a process that must include three pillars: 21st Century Skills, CLIL (Content and Language Integrated Learning) and AFL (Assessment for Learning.) All three strengthen the well-known and longstanding principles of cognitivism, learner centered teaching, critical thinking and student self-awareness of the learning process. The question this article ponders is if these pillars, particularly AFL, can be taught correctly in the times we are living of online teaching due to the closing of school buildings in procurement of social distancing, and if so, how?

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  • 5 ideas for taking active learning online

    by Tianna Tagami

    When students are actively learning, they are making connections to their own lives, questioning, and collaborating, which we know leads to more significant, durable learning outcomes. In the classroom, we deliberately plan learning activities and discussion to engage learners and keep them active. We stay alert during class to pick up on cues that learners are tuning out or struggling so we can pivot and improvise as needed.

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