# data[].attributes.headline
Dear eTwinners, thank you for participating in this event. I hope it will be useful for everyone. 

# data[].attributes.subject
Dear eTwinners, thank you for participating in this event. I hope it will be useful for everyone. 

# data[].attributes.body
We usually play hangman in english on the blackboard, to revise vocabulary.

# data[].attributes.body
We use this game to revise english vocabulary. Standing in circle, we decide the topic to play with (eg clothing) every pupil names a piece of clothing. Whoever is wrong, or repeats a word or hesitates in giving the answer, recieves the shock: each participant sends him a bundle of electricity shaking his hands. After the shock we have lots of fun and nobody goes out of the circle but we start again choosing a new topic.

# data[].attributes.headline
Drawing is a relaxing and welcoming activity for all students! Great to fill the last 5 minutes!

# data[].attributes.subject
Drawing is a relaxing and welcoming activity for all students! Great to fill the last 5 minutes!

# data[].attributes.body
They choose one. Practice it and say it out loud. There is always one volunteer to begin :)

# data[].attributes.body
We play silent cinema. 😊

# data[].attributes.body
We play the game "Simon says..." to revise action vocabulary and to make some movements (because often they are tired). Students have a lot of fun.

# data[].attributes.body
Excellent to repeat vocabulary and learn  the right spelling. In the past students asked the words to their schoolmates but it was not so quick. Now I use sites like the following. It's a real success.
https://www.gamestolearnenglish.com/spelling-bee/

# data[].attributes.body
I use a dice or coloured sripes for such activities

# data[].attributes.body
Very often we play with the apps that we ourselves create, doing team races! An example?

# data[].attributes.attachment_link.description
Search same pictures and make couples Cerca le immagini uguali e forma le coppie

# data[].attributes.body
I give cards with heroes, places and things, and the students select the ones they like and create stories.
a. They can share their stories with us orally
b. They can write them down.
In the video below the students played that game last Friday 15/9/17

# data[].attributes.attachment_link.keywords[]
παραγωγή γραπτού λόγου

# data[].attributes.attachment_link.title
Δημιουργώντας ιστορίες με κάρτες

# data[].attributes.attachment_link.description
Δημιουργική μέθοδος παραγωγής προφορικού και γραπτού λόγου

# data[].attributes.body
Pin the places you have visited on the map.

# data[].attributes.attachment_link.title
Δείχνοντας πού πήγαμε το καλοκαίρι 2

# data[].attributes.body
We may play Bingo  or  Hangman or I spy with my little eye.. or maybe a Guessing game to revise structures we have learnt.

# data[].attributes.body
I have a ready made set of silhouettes to practice Present Continuous Tense. We take turn in asking questions and answering to them using short,  as well as full answers e.g.:
"Is she dancing?
No, she isn't.
She is playing ................. ."

# data[].attributes.body
Sometimes I turn on the tv and everybody dances :) its a lot of fun and a great way to leave the classroom smiling and happy.

# data[].attributes.body
We play this game all the time.
.We all need to write everithing what begins with certain letter...

# data[].attributes.headline
Five minutes fillers:               1 - Random Letters on the board - see how many words the pupils can create                                                     2 - Mental maths; additions/subtrations/timestables 3 - MFL (foreign language) - guess the name by listening to the spelling of the letters in target language

# data[].attributes.subject
Five minutes fillers:               1 - Random Letters on the board - see how many words the pupils can create                                                     2 - Mental maths; additions/subtrations/timestables 3 - MFL (foreign language) - guess the name by listening to the spelling of the letters in target language

# data[].attributes.body
I usuallly use chrts.

# data[].attributes.body
We sing songs, we like the action song the most.
and different circle games: guessing animal sounds, pass a word, a shoemaker etc.

# data[].attributes.body
Greece
Making a quiz about names they learned or difficult words it is a good idea to finish lesson

# data[].attributes.headline
 I  use the game "Freeze dance" which is use and as  Brain Breaks

# data[].attributes.subject
 I  use the game "Freeze dance" which is use and as  Brain Breaks

# data[].attributes.body
Freeze dance
Play some school appropriate music for students to dance and fun. Pause the music while students are dancing. When you pause the music, student need to FREEZE. If anyone is moving when the music is off, they need to sit down.

# data[].attributes.body
We play another version of popular "hangman" but we draw a shark with stairs and a person going down the stairs into its mouth :) We also play a" snake game" - students take turns to say a word which begins with the letter on which the word which was said by the previous studen ended.

# data[].attributes.headline
The story happy to learn that they were unhappy when my sentences for our masks.

# data[].attributes.subject
The story happy to learn that they were unhappy when my sentences for our masks.

# data[].attributes.body
We play a game "I made a sandwich and in it I put..." every student says one product and has to repeat all products that has been added before him and in the correct order of course. Good for revising food and practising students' memory ;)

# data[].attributes.body
To cover the five minutes that we have left I propose to read. Each student has a small bag with a book, hanging from the table. They themselves choose their favorite reading. This resource was used in a center of Canada that I visited and I find it very useful.

# data[].attributes.body
teacher: Danuta Bartkowiak - Siekańska
Before-  then I used various puzzles, crosswords, origami, tangram, games.
Now - I am showing the more interesting parts of the eTwinning projects in which I participate... :)

# data[].attributes.body
Repetition of the studied material through the game

# data[].attributes.attachment_link.title
Физика Главоболка (или против главоболки)

# data[].attributes.headline
Forum theater, repetition of the studied material through the game

# data[].attributes.subject
Forum theater, repetition of the studied material through the game

# data[].attributes.body
On the ship called Earth, there are no passengers, we`re the crew.

# data[].attributes.body
This silly little game has the potential for some laughs with your students. Give each person two index cards or two small scraps of paper. On one card, each person should write a question that begins with the word ‘why’. Then on the second piece of paper, each person should answer his or her question starting with the word ‘because’. Then collect all the why’s in one pile and all the because’s in another. Mix up each pile and then read one why card with one because card. The combinations can be very funny, and then after reading all the random match ups you can have your students match the correct answers with the correct questions.

# data[].attributes.body
Sometimes just a simple opportunity to ask questions can benefit your class. If you have a few minutes, open the floor for your students to ask you questions. They can be about material you have covered in class, situations they have encountered that may be unfamiliar culturally, new vocabulary words, or any of many other possibilities. Likely, the question that one student asks will lead to another from a second student. Everyone will benefit from hearing the answers, and some students may even be able to answer questions of their fellow students. If so, let them share from their knowledge and experience. If no one has the answer but you, share it with your class and be glad that the question opened the chance to share.

# data[].attributes.body
This activity will increase your students’ vocabulary as well as fill time at the end of class. Start by writing a word on the board that contains four letters. You can start with anything. Then, challenge your students to come up and change only one letter of the word to make a new word. If someone has an answer, have him come up and make the change. Then have another student come up and change the word again. See how many different combinations your students can come up with by changing one letter at a time with no word repeats. Also, give them the opportunity to ask for a definition of any of the words that they may not know throughout the activity.

# data[].attributes.body
This old-fashioned game can get new life in the classroom. Have your students arrange themselves in a circle around the room. Come up with a long sentence yourself or have one of your students do it (check to make sure it is grammatical) and whisper it in the ear of the first student in the circle. The listening student then has one opportunity to whisper it in the ear of the next student. The process continues around the circle until it reaches the last person. That person then says the sentence aloud to the class. You should then tell the class what the original sentence was. Your class will be surprised at how much the sentence changed as it travelled around the circle. If you like, challenge your students to be as careful as they can when speaking and listening and see if the sentence can make it around the circle with minimal change.

# data[].attributes.body
*reading a book

*playing in orienteering

*memory games playing with learningapps

*make jigsaw puzzle

*write a paper about a project

# data[].attributes.body
I play the moving games made up of words to warm the students to the lesson.For example,
the three groups are separated and form a rabbit house. The student on the right is the right wall, the student left on the left, and the middle student bunny.
A student stays out of the house. He gives the commands. When you call the right wall, the students to the right are replaced. In the meantime, he also finds a place. Stay outside and give the new command. The commands are different.
there are many motivational games like this.

# data[].attributes.body
How to fill 5 minutes in the classroom: useful tips.
Avatar of Valentyna Gatalska
Valentyna Gatalska
 + 29
●

# data[].attributes.headline
AMAZİNG MOVİE İS GEOGEBRA FOR MATHEMATİC.

# data[].attributes.subject
AMAZİNG MOVİE İS GEOGEBRA FOR MATHEMATİC.

# data[].attributes.body
Hi Everybody, I'm a math teacher EFL High School in Turkey /Mersin
.I use GeoGebra program to love mathematics. Mathematics makes it realistic, but students do not understand it immediately, and Geoebebra turns it into a visual one. I recommend to study Mathematics course by trying to watch this movie.

# data[].attributes.headline
Amazing picture resources! Endless possibilities 

# data[].attributes.subject
Amazing picture resources! Endless possibilities 

# data[].attributes.attachment_link.provider_name
Once Upon a Picture - Images to Inspire - Teaching Resources

# data[].attributes.attachment_link.description
Once Upon a Picture - Images to Inspire - Teaching Resources

# data[].attributes.headline
Georgia. Khatuna Khachapuridze                            I use crosswords, puzzles, drawings, different interactive games. For example we will offer you some.

# data[].attributes.subject
Georgia. Khatuna Khachapuridze                            I use crosswords, puzzles, drawings, different interactive games. For example we will offer you some.

# data[].attributes.body
We play with flashcards. We divide the class into 2 or more teams. Each student will be a spokesman (in turn) and the other students can suggest to him. In this way even shy or difficult children can participate without fear of making mistakes. If the team says the right name takes the card, otherwise the card is placed at the bottom of the deck. At the end of the game each team counts the cards for the score.

# data[].attributes.body
One student speaks one word and the others derive a new word with the last word of the word. If the word can not be produced within a certain period of time, it is removed from the game. The last player wins the game....

# data[].attributes.body
Event participants

Valentyna Gatalska
2g
Event participants
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Dear eTwinners, thank you for participating in this event. I hope it will be useful for everyone.

Valentyna Gatalska
12ay
Dear eTwinners, thank you for participating in this event. I hope it will be useful for everyone. 
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5 yorumlar

Anonim 12ay
thanks for this nice event

... 12ay
thanks for this interesting event!

Elvira De Marco 11ay
This event is very interesting. Thanks!!!

Najoua Slatnia 2g
Thank you Valentyna

Anonim 6s
Very interesting eventi! Many thanks
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5 minute fillers:

Valentyna Gatalska
12ay
5 minute fillers:
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5 minute fillers:

Valentyna Gatalska
12ay
5 minute fillers:
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Anonim 12ay
great

... 12ay
super!
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5 minute fillers:

Valentyna Gatalska
12ay
5 minute fillers:
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Hangman

Melina Cundari
12ay
Hangman
We usually play hangman in english on the blackboard, to revise vocabulary.
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1 comment

Rita Costa 6s
I use this activity too.
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The shock

Melina Cundari
12ay
The shock
We use this game to revise english vocabulary. Standing in circle, we decide the topic to play with (eg clothing) every pupil names a piece of clothing. Whoever is wrong, or repeats a word or hesitates in giving the answer, recieves the shock: each participant sends him a bundle of electricity shaking his hands. After the shock we have lots of fun and nobody goes out of the circle but we start again choosing a new topic.
favorite
2
4 yorumlar

Valentyna Gatalska 12ay
Thank you. It is funny.

... 12ay
great!

Melina Cundari 2g
Children love giving and receiving the shock

Teacher Dragana 10s
I might use this one. Thanks for sharing =)
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Drawing is a relaxing and welcoming activity for all students! Great to fill the last 5 minutes!

salvadore_danila
12ay
Drawing is a relaxing and welcoming activity for all students! Great to fill the last 5 minutes!
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Tongue Twisters

ritaz
12ay
Tongue Twisters
They choose one. Practice it and say it out loud. There is always one volunteer to begin :)
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5 minute fillers

henimahmoudi monia
2g
5 minute fillers
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Hi

Hacer Can
12ay
Hi
We play silent cinema. 😊
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Melina Cundari 12ay
???
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Simon says...

LUISA INFANTE
12ay
Simon says...
We play the game "Simon says..." to revise action vocabulary and to make some movements (because often they are tired). Students have a lot of fun.
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5
4 yorumlar

Valentyna Gatalska 12ay
Yes, it is funny and interesting.

Anonim 12ay
I use this activity too.

... 12ay
I usually use this too! they love it!

Teacher Dragana 10s
Even my older students enjoy this one =)
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Spelling bee

isabel
12ay
Spelling bee
Excellent to repeat vocabulary and learn  the right spelling. In the past students asked the words to their schoolmates but it was not so quick. Now I use sites like the following. It's a real success.
https://www.gamestolearnenglish.com/spelling-bee/
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2
3 yorumlar

Anonim 12ay
Thanks

Valentyna Gatalska 12ay
Here you can play games online. Thank you for the useful link

Maria Giovanna Battaglia 12ay
Very very interesting
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Viktoriia Bessarab

bes1
12ay
Viktoriia Bessarab
I use a dice or coloured sripes for such activities
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Valentyna Gatalska 12ay
It's nice!
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Learningapps play

Maria Giovanna Battaglia
12ay
Learningapps play
Very often we play with the apps that we ourselves create, doing team races! An example?
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Stavroula Lada, Greece

Stavroula Lada
2g
Stavroula Lada, Greece
I give cards with heroes, places and things, and the students select the ones they like and create stories.
a. They can share their stories with us orally
b. They can write them down.
In the video below the students played that game last Friday 15/9/17
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4
1 comment

Valentyna Gatalska 12ay
Good for you!
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Stavroula Lada, Greece

Stavroula Lada
12ay
Stavroula Lada, Greece
Pin the places you have visited on the map.

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3
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Anita Drenjančević 11ay
great idea!
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5 minutes fillers

vasso liberiou
12ay
5 minutes fillers
We may play Bingo  or  Hangman or I spy with my little eye.. or maybe a Guessing game to revise structures we have learnt.
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2
1 comment

Valentyna Gatalska 11ay
Great!
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5 min physical activity like

Oly Lampaki
12ay
5 min physical activity like
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1
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Valentyna Gatalska 11ay
It is useful and fun!

Anonim 2g
Awesome
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Guess what they are doing.

ania hawlik
11ay
Guess what they are doing.
I have a ready made set of silhouettes to practice Present Continuous Tense. We take turn in asking questions and answering to them using short,  as well as full answers e.g.:
"Is she dancing?
No, she isn't.
She is playing ................. ."
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2
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Just dance

Patreksskoli
11ay
Just dance
Sometimes I turn on the tv and everybody dances :) its a lot of fun and a great way to leave the classroom smiling and happy.
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2
1 comment

Valentyna Gatalska 11ay
Funny!
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Game: Država/grad/selo or state/city/village

Anita Drenjančević
11ay
Game: Država/grad/selo or state/city/village
We play this game all the time.
.We all need to write everithing what begins with certain letter...

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Valentyna Gatalska 11ay
Great!
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Five minutes fillers: 1 - Random Letters on the board - see how many words the pupils can create 2 - Mental maths; additions/subtrations/timestables 3 - MFL (foreign language) - guess the name by listening to the spelling of the letters in target language

Fatima Duerden
11ay
Five minutes fillers:               1 - Random Letters on the board - see how many words the pupils can create                                                     2 - Mental maths; additions/subtrations/timestables 3 - MFL (foreign language) - guess the name by listening to the spelling of the letters in target language
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Valentyna Gatalska 11ay
Yes, I like them, too.
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Viktoriia Harbuz, Ukraine

Anonim
11ay
Viktoriia Harbuz, Ukraine
I usuallly use  chrts.
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Valentyna Gatalska 11ay
Nice!
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Preschool Fillers

Anna Dziubek
11ay
Preschool Fillers
We sing songs, we like the action song the most.
and different circle games: guessing animal sounds, pass a word, a shoemaker etc.
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Viki Dogani

Anonim
11ay
Viki Dogani
Greece
Making a quiz about names they learned or difficult words it is a good idea to finish lesson
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3
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I use the game "Freeze dance" which is use and as Brain Breaks

Kamelia Racheva
11ay
 I  use the game "Freeze dance" which is use and as  Brain Breaks
Freeze dance
Play some school appropriate music for students to dance and fun. Pause the music while students are dancing. When you pause the music, student need to FREEZE. If anyone is moving when the music is off, they need to sit down.

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2
2 yorumlar

Valentyna Gatalska 11ay
Great!

Anonim 11ay
i like it
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Shark and Snake

BarbaraMatysek
11ay
Shark and Snake
We play another version of popular "hangman" but we draw a shark with stairs and a person going down the stairs into its mouth :) We also play a" snake game" - students take turns to say a word which begins with the letter on which the word which was said by the previous studen ended.
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2
2 yorumlar

Valentyna Gatalska 11ay
Nice game!

Teacher Dragana 10s
My students like it too =)
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The story happy to learn that they were unhappy when my sentences for our masks.

ESENAY
11ay
The story happy to learn that they were unhappy when my sentences for our masks.
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Valentyna Gatalska 11ay
Cute!
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Sandwich

BarbaraMatysek
11ay
Sandwich
We play a game "I made a sandwich and in it I put..." every student says one product and has to repeat all products that has been added before him and in the correct order of course. Good for revising food and practising students' memory ;)
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2
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Valentyna Gatalska 11ay
Very nice sandwich game!
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Our five minutes

Marta María García Suárez
11ay
Our five minutes
To cover the five minutes that we have left I propose to read. Each student has a small bag with a book, hanging from the table. They themselves choose their favorite reading. This resource was used in a center of Canada that I visited and I find it very useful.

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2
1 comment

Valentyna Gatalska 11ay
Yes, it is useful and interesting!
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SP-84 Poznań - Poland

DB-S
11ay
SP-84 Poznań - Poland
teacher: Danuta Bartkowiak - Siekańska
Before-  then I used various puzzles, crosswords, origami, tangram, games.
Now - I am showing the more interesting parts of the eTwinning projects in which I participate... :)
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2
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Robootika-Estonia

Margit Reinpõld
10ay
Robootika-Estonia
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3
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theater performance

aidapetrovska303
2g
theater performance
Repetition of the studied material through the game
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2
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Forum theater, repetition of the studied material through the game

aidapetrovska303
2g
Forum theater, repetition of the studied material through the game
On the ship called Earth, there are no passengers, we`re the crew.
 

arrow_back

zoom_in
open_in_new
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Why/Because

Doina Andrei
2g
Why/Because
This silly little game has the potential for some laughs with your students. Give each person two index cards or two small scraps of paper. On one card, each person should write a question that begins with the word ‘why’. Then on the second piece of paper, each person should answer his or her question starting with the word ‘because’. Then collect all the why’s in one pile and all the because’s in another. Mix up each pile and then read one why card with one because card. The combinations can be very funny, and then after reading all the random match ups you can have your students match the correct answers with the correct questions.
favorite
4
1 comment

Teacher Dragana 10s
I might use this one. Thank you for sharing =)
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Open Question Session

Doina Andrei
2g
Open Question Session
Sometimes just a simple opportunity to ask questions can benefit your class. If you have a few minutes, open the floor for your students to ask you questions. They can be about material you have covered in class, situations they have encountered that may be unfamiliar culturally, new vocabulary words, or any of many other possibilities. Likely, the question that one student asks will lead to another from a second student. Everyone will benefit from hearing the answers, and some students may even be able to answer questions of their fellow students. If so, let them share from their knowledge and experience. If no one has the answer but you, share it with your class and be glad that the question opened the chance to share.
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4
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White Board Slam

Elena_Andrei
2g
White Board Slam
This activity will increase your students’ vocabulary as well as fill time at the end of class. Start by writing a word on the board that contains four letters. You can start with anything. Then, challenge your students to come up and change only one letter of the word to make a new word. If someone has an answer, have him come up and make the change. Then have another student come up and change the word again. See how many different combinations your students can come up with by changing one letter at a time with no word repeats. Also, give them the opportunity to ask for a definition of any of the words that they may not know throughout the activity.
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4
1 comment

Teacher Dragana 10s
Interesting =)
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Telephone

Elena_Andrei
2g
Telephone
This old-fashioned game can get new life in the classroom. Have your students arrange themselves in a circle around the room. Come up with a long sentence yourself or have one of your students do it (check to make sure it is grammatical) and whisper it in the ear of the first student in the circle. The listening student then has one opportunity to whisper it in the ear of the next student. The process continues around the circle until it reaches the last person. That person then says the sentence aloud to the class. You should then tell the class what the original sentence was. Your class will be surprised at how much the sentence changed as it travelled around the circle. If you like, challenge your students to be as careful as they can when speaking and listening and see if the sentence can make it around the circle with minimal change.
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4
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5 minutes fille

Meryem Tanrıöver
2g
5 minutes fille
*reading a book
*playing in orienteering
 *memory games playing with learningapps
*make jigsaw puzzle
*write a paper about a project
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2
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Lemia Sert/Turkey

lemiasert@hotmail.com
9s
Lemia Sert/Turkey
I play the moving games made up of words to warm the students to the lesson.For example, 
the three groups are separated and form a rabbit house. The student on the right is the right wall, the student left on the left, and the middle student bunny.
A student stays out of the house. He gives the commands. When you call the right wall, the students to the right are replaced. In the meantime, he also finds a place. Stay outside and give the new command. The commands are different.
there are many motivational games like this.
favorite
1
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 How to fill 5 minutes i

ekaterine chilachava
2g
 
How to fill 5 minutes in the classroom: useful tips.
Avatar of Valentyna Gatalska
Valentyna Gatalska
 + 29
●
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2
1 comment

Valentyna Gatalska 2g
Great! Thank you!
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AMAZİNG MOVİE İS GEOGEBRA FOR MATHEMATİC.

EDA EKŞOĞL
1g
AMAZİNG MOVİE İS GEOGEBRA FOR MATHEMATİC.
Hi Everybody, I'm a math teacher EFL High School in Turkey /Mersin 
.I use GeoGebra program to love mathematics. Mathematics makes it realistic, but students do not understand it immediately, and Geoebebra turns it into a visual one. I recommend to study Mathematics course by trying to watch this movie.

favorite
3
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Amazing picture resources! Endless possibilities

Manjit Breyal
2g
Amazing picture resources! Endless possibilities 
favorite
2
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Georgia. Khatuna Khachapuridze I use crosswords, puzzles, drawings, different interactive games. For example we will offer you some.

Anonim
16s
Georgia. Khatuna Khachapuridze                            I use crosswords, puzzles, drawings, different interactive games. For example we will offer you some.
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2
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Paola Cicolini - Italy

Anonim
10s
Paola Cicolini - Italy
We play with flashcards. We divide the class into 2 or more teams. Each student will be a spokesman (in turn) and the other students can suggest to him. In this way even shy or difficult children can participate without fear of making mistakes. If the team says the right name takes the card, otherwise the card is placed at the bottom of the deck. At the end of the game each team counts the cards for the score.
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2
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Ş.B.SEREN / TURKEY

Anonim
6d
Ş.B.SEREN / TURKEY
A student speaks a word and others derive a new word with the last word of the word. Within a given period of time the word can not be produced..
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In my Kindergarten usually and as we are waiting with our bags for the time to go, I encourage every kid to describe one of the other kids school bag. We have to find who's the bag is!

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Nous parlons pour mieux se connaître ou nous jouons avec les nombres ou les mots français

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Supplements to Google Tables.

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Em primeiro lugar, o tema escolhido é para nós, muito interessante. Parabéns!
Em segundo lugar, concordo com a frase, porque na verdade o ensino é uma arte, é uma maneira como o professor interage com os seus alunos, o que o texto captar o gosto por aprender e fazer mais. Às vezes, é mais importante, é claro que está falando do ensino médio, já que são mais que formas.
É nesse sentido que faz a sua própria escrita com eles.

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http://www.flash-gear.com/npuz/

this puzzle is very useful tool for short evaluation

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children should be taught the art of being happy

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Citation de Émile-Auguste Chartier - On devrait bien enseigner aux enfants l'art d'être heureux.

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I like it 👏👏

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A practical, proven framework for pastors who long to connect deeply, serve sustainably and master the craft of preaching.

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This website is using a security service to protect itself from online attacks. The action you just performed triggered the security solution. There are several actions that could trigger this block including submitting a certain word or phrase, a SQL command or malformed data.

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The Art of Teaching: Best Practices from a Master Educator - DOKUMEN.PUB

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Why do you teach? At McGraw Hill we believe teaching chooses you. We call this the art of teaching. It's found in the heart and why I teach.

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Share your videos with friends, family, and the world

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5 Steps Academy | Personalized Education

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Introductory notes for the 5 Steps Academy teachers. All 5 Steps Academy teachers, especially those applying to Cambridge Professional Development Qualification Program at 5 Steps, in addition to knowing and following the school policies, are expected to demonstrate understanding and evidence of implementation of the following key ideas in their everyday practice.

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Teaching happens everywhere. Many people are naturally quite good at teaching. They explain things clearly. They are patient. And they have the knack of explaining just enough, but not too much, so the learner gains a sense that they are gradually mastering something, albeit with a more knowledgeable person's support. Parents are teachers. Friends are teachers. Sales, service and maintenance people are teachers. Co-workers are teachers. You can find the practice of teaching in action everywhere in everyday life. In fact, it is impossible to imagine everyday life without it. Teaching and learning are integral to our nature as humans.

Some people profess to be terrible teachers. They'd rather not have to explain to a novice how to do something. 'It's quicker and easier to do it myself,' they say. Or, 'I just don't have the patience to explain things.' Such people are rarely as bad at teaching as they think and say they are. Everyone has been a learner and has had direct experiences of having been taught. Such everyday teaching is more art than science, more instinctive than articulate, and something that is never far beyond the range of anyone's capacities.

Teaching is also a vocation, a profession. People in the business of teaching are good at their job when they have developed and apply the dispositions and sensibilities of the person who is a good teacher in everyday life.

But there is much more to the teaching profession than having a natural knack, however well practised. There is also a science to education, which adds method and reflexivity to the art of teaching, and is backed up by a body of specialist knowledge. This science asks and attempts to answer fundamental and searching questions. How does learning happen? How do we organise teaching so it is most effective? What works for learners? And when it works, how do we know it has worked? The science of education attempts to answer these questions in a well thought-through and soundly analysed way.

Parents, friends and workers tend not to think as systematically about teaching and learning as professional teachers do. Scientific thinking and disciplined practice are what distinguish the profession of teaching from the art of teaching. If you want to be a teacher, you undertake training in the discipline of education.

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Fig. 0.1: Chinese Scholar by Hu Pei

This book is an introduction to the systematic thinking that is the science of education, designed for two audiences. One is a general readership including professional educators interested to reflect upon some fundamental questions about the nature of the profession and the science that underpins that profession. Another is people embarking on a program that will lead to a teaching qualification. For both audiences, this book offers a distillation of key ideas of the discipline of education, and the body of knowledge upon which the discipline is grounded.

More than simply reflecting on the traditions of the discipline, however, this book ventures into a re-conceptualisation of education for our dramatically changing times. The title 'New Learning' points to the need to redesign the way we 'do' education as a social experience known currently as 'schooling', to meet the demands of our changing times and to benefit from the opportunities that these changing times offer us. Today's science of education needs to be able to 'read' contemporary social conditions and adjust our educational institutions and processes if it is to be truly useful. We want to suggest that a redesigned science of education is required today as a foundation of knowledge for a renewed teaching profession. As such, we hope this book will help experienced and beginning educational professionals to re-conceive the scope and shape of the profession of teaching and the science of education.

The meaning of 'science'

What is 'science'? The more profound and important the concept, the harder it seems to define, and the more it seems to be plagued by a wide, even contradictory, range of meanings.

Mention the word 'scientist' and the first thing that may spring to mind is a per- son in a laboratory coat, conducting an experiment. You might think of the chemistry, physics, geology and biology taught as subjects in school or university. This meaning of 'science' mainly refers to the natural and technological worlds.

Think a bit longer and you'll realise that term is also used to describe some of the 'social sciences'. By the time we come to realise that the word encompasses both the natural and social worlds, its scope is huge - from forests to politics, from physics to education.

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Fig. 0.2: Woman and Child Looking at a Picture Book by Jacob de Gheyn II (1600)

If we tease out the underlying meanings of 'science' across such a broad range of domains of application, we might conclude that it refers to a privileged kind of knowledge, created by people with special skills who mostly work in research, academic or teaching jobs. It involves careful experimentation and focused observation. Scientists systematically explore phenomena, discover facts and patterns and gradually build these into theories that describe the world. Over time, we come to trust these as the authority of science (Chalmers 1976).

These meanings of science are quite unexceptionable. In this spirit, we might create a science of education that focuses on the brain as a biological entity and the mind as a source of behaviours (cognitive science). Or we might set up experiments in which we carefully explore the facts of learning in order to prove what works or doesn't work. Like the medical scientist, we might give some learners a dosage of a certain kind of educational medicine and others a placebo, to see whether a particular intervention produces better test results (randomised controlled experimentation) (National Center for Education Evaluation and Regional Assistance 2003). This is the conventional view of science. And these kinds of thinking can be perfectly useful.

Often, however, we need to know more. It is indeed helpful to know something of how the mind works, but what of the cultural conditions that also form the thinking person? We need good proofs of which kinds of educational interventions work, but what if the research question we are asking or the tests we are using to evaluate results can only measure a narrow range of capacities and knowledge? For instance, what if the tests can prove that the intervention works - scores are going up - but some learners are not engaged by a curriculum that has been retrofitted to the tests? What if the tests only succeed in measuring recall of the facts that the tests expect the learners to have acquired - simple, multiple-choice or yes/no answers? A critic of such 'standardised testing' may ask, what's the use of this in a world in which facts can always be looked up, but problem solving and creativity are now more sought- after capacities, and there can be more than one valid and useful answer to most of the more important questions? (Schwandt 2005; Erikson and Gutierrez 2002; Popkewitz 2004)

For these reasons, we want to outline a broader understanding of the discipline of education, based on a broader definition of science. There's nothing wrong with doing science in its narrower senses, so long as this work is balanced with a 'bigger- picture' view of science.

'Science' comes into English from the Latin word sciens ('knowing'). However, our modern conception of science is not just any old knowing. It consists of a variety of specially focused things you do that distinguish everyday, commonsense knowing from an organised, ordered, socially and historically constructed knowing. It is regarded as trustworthy because of the thoroughness exerted in its making, the knowledgeability of its practitioners, its effectiveness in providing solutions and its openness to reconsideration and revision. These special ways of knowing distinguish an everyday art from the practice of a professional. As we explain in further detail as this book unfolds, some of these special things you do to know when you are being scientific are experiential (including focused reflection on what you know from your everyday experience and careful observation in new and unfamiliar settings), others conceptual (carefully defining concepts and building theories that tie these concepts together into patterns of interpretation), others analytical (explaining how things work as well as whom and what they are for) and still others applied (testing how knowledge works in practice, being creative and innovative). There are, in other words, quite a few different types of things you can do to know in ways that are more systematic in their methods and reliable in their results than everyday, casual knowing.

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Fig. 0.3: Meanings of 'science'

The interdisciplinary discipline

The discipline of education is grounded in the science of learning, or how you come to know. It is a science that explores what knowing is. It focuses on how babies, then young people, then adults, learn. Education-as-science is a specially focused form of knowing: knowing how knowing happens and how capacities to know develop. It is, in a sense, the science of all sciences. It is also concerned with the organisation of teaching that supports systematic, formal learning and the institutions in which that learning occurs.

We want to make this special claim for the science of education for some practical as well as principled reasons. Too often, education is regarded as a poor cousin of other disciplines in the university - the natural sciences, the humanities and the other professions, for instance. It is regarded as something that enables other disciplines, rather than being a discipline in its own right. This is often reflected in reduced levels of research funding, lower student entry requirements and the destination salaries of graduates. Education seems to be less rigorous and derivative. Its disciplinary base borrowed from other, apparently more foundational disciplines - sociology, history, psychology, cognitive science, linguistics, philosophy - and the substantive knowledge of various subject areas, such as literature, science and mathematics.

For sure, education is broader-ranging and more eclectic than other disciplines. Education draws on a number of disciplinary strands - the philosophy of knowledge (epistemology), the cognitive science of perception and learning, developmental psychology, the history of modern institutions, the sociology of diverse communities, the linguistics and semiotics of meaning - to name just a few of education's disciplin- ary perspectives. These and other strands come together to make the discipline of education. In this sense, education is more than a discipline - it is an extraordinarily interdisciplinary endeavour.

The metadisciplinary discipline

Education is also the soil in which all the other disciplines grow. You can't do any of the other disciplines in a university or college except through the medium of education. No other discipline exists except through its learning. A novice can only enter a discipline - physics, or law, or history, or literature - through education, learning the accumulated knowledge that has become that discipline. In this sense, education is more than just interdisciplinary. It does more than just stitch together other disciplines. It is a metadiscipline, essential as the practical grounding of all disciplines. Education is the discipline of disciplines.

Education is the systematic investigation of how humans come to know. Its inter- ests include the learning processes of babies in the informal setting of the home. It also focuses on formal, institutionalised learning at all its levels from preschool to school, college and university. Education is also concerned with the processes of informal learning - how you learn to use an interface, for instance, or play a game. It is concerned with how organisations and groups learn, collecting and acquiring knowledge that is applied in their communities, professions and workplaces. In fact, as knowledge is needed and used everywhere, learning happens everywhere. There is no part of our lives where the discipline of education cannot provide a useful perspective.

Fig. 0.4: Formal learning

Fig. 0.5: Informal learning

Maybe, then, more than just an interdisciplinary place that ties together shreds and patches from other disciplines - a bit of psychology here, a bit of sociology there, a bit of management there - education should be regarded as the metadisciplinary foundation of all disciplines. Its focus is the science of knowing, no less.

The metadiscipline of education inquires into learning, or how we come to know and be. Education-as-metadiscipline explores knowing and being. It analyses how people and groups learn and come to be what they are. As such, it is a specially expansive exploration of knowing. It is interested to know how knowing happens and how capacities to know develop.

Education is the new philosophy

Education is sometimes called 'teacher training' (not 'teacher education', even). The phrase is often sadly apt. It seems about right when one surveys the narrowly instrumental intellectual horizons of education courses - prescribing the steps in planning and teaching a lesson, the tricks for maintaining discipline among 20 or 30 young people who can imagine doing other things that are more fun, and learning the content knowledge that has to be transmitted to students so they do well in their tests. Education, then, seems to have a myopically pragmatic focus - the stuff of institutional mechanics, job-specific routines, and testing and accrediting the knowledge that students have acquired. Such a mundane focus prevents education from appearing to be a discipline proper, or even a rigorously interdisciplinary practice, let alone a metadiscipline. The consequence is that this discipline that should be getting to the heart of all intellectual matters is reduced to narrow procedural formulae. Education's graduates, instead of becoming innovators and forward thinkers, become wedded to the familiar rules and traditional practices of institutionalised schooling.

But what if we were to think of education differently, to think of it more expansively and more ambitiously? Then the intellectual and practical agenda of education would be no less than to explore the bases and pragmatics of human knowledge, becoming and identity. Education asks this ur-disciplinary question: How is it that we come to know and be, as individuals and collectively? If this is education's central question, surely, then, we can argue that it is the source of all other disciplines? It is the means by which all other disciplines come into being.

Fig. 0.6: Perspectives on education - to think broadly or narrowly?

Philosophy used to claim a metadisciplinary position like this. It was the discipline where you not only thought, but thought about thinking. However, for decades, philosophy has been making itself less relevant. It has become too word-bound, too obscure, too formal and too disconnected from practical lived experience.

But philosophy's metaquestions still need to be asked. Education could - we would say should - take the former position of philosophy as the discipline of disciplines, and do it more engagingly and relevantly than philosophy ever did.

Education is the new philosophy (Kalantzis and Cope 2014).

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The Art of Teaching and the Science of Education

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Teaching happens everywhere. Many people are naturally quite good at teaching. They explain things clearly. They are patient. And they have the knack of explaining just enough, but not too much, so the learner gains a sense that they are gradually mastering something, albeit with a more knowledgeable person's support.

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The Heart and Art of Teaching and Learning

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Explore the connections between learning and instruction by investigating your teacher identity and art education methods.