Welcome to our online community focused on globally connected teaching and learning. Contribute ideas, resources, and inspiration!


Latest Activity

Profile Icon via Twitter
Learning Soft Skills In Childhood Can Prevent Harder Problems Later https://t.co/lJkt0SZI9e
Twitter5 hours ago · Reply · Retweet
Profile Icon via Twitter
Here's a lesson for a travel series by the New York Times.... https://t.co/0O1AF5LIAC
Twitter6 hours ago · Reply · Retweet
Profile Icon via Twitter
Read our newest featured article! Subscribe to our newsletter at https://t.co/cmIoAcuV8E. https://t.co/MZvwH8gvFU
Twitter14 hours ago · Reply · Retweet
Profile Icon via Twitter
RT @FlatConnections: Flat Connections Global News https://t.co/nTKrB0nw97 - Read about EIGHT online global collaborative projects you & you…
Twitter16 hours ago · Reply · Retweet

our Name and Title:
School or Organization Name: 
Co-Presenter Name(s):

Area of the World from Which You Will Present:
Language in Which You Will Present: 
Target Audience(s): 
Short Session Description (one line
Full Session Description (as long as you would like):     

Views: 60

Reply to This

Replies to This Discussion

This proposal could benefit from more clarity. This sentence needs editing, for example: "In teachers tapping into to this source of “learning energy”, there September presentation become more relevant from the questions asked by student during the summer about their world." What is a September presentation?  Are you describing a course that teachers take? Is this something you've implemented or is this just outlined in your book? Thanks!

Full Session Description (as long as you would like):This session stems from a recent ebook that I published on Amazon “The New Trend in Education: The development of Willful Intelligence – overcoming boredom in our schools”. It begins by stating that education begins in the summer where the student through his own will, is exploring his global village. It throws out the notion that the child is a “Tabla Rasa” a blank slate to one with an inquisitive mind who in having a will to learn, will become wise in his actions. In teachers tapping into to this source of “learning energy” his own will to learn, their September presentation of their subject takes on more meaning in helping the student define his world.The chapters within the book explain how this is done at various grade levels. Suffice it to say that by beginning with self-inquiry and student presentation on each discipline followed by global discussions on said inquiries, then the learning exercises within each discipline, which lead to group projects that are tapered by homework assignments in checking proper procedure for presentation using the disciplines, then group presentations, ending with review tests of the disciplines, the student does not lose his/her will to learn. In contrast, in not including them by only giving teacher presentation, learning exercises, homework and exams, what will the student had to learn has evaporated in seeing no relevance to the world he/she is actually living or willing to pursue some problem within it. It then concludes by stating what roles will need to change within our institutions to accomplish this. as inquiries, global education, group projects and portfolio analysis methodologies are presently impacting our schools through changing the role of principal, librarians and teacher aides to give more time to teachers to interact with their students and learn more about their own will to learn. This is the final outcome on any curriculum guideline for life long learning and through these new pedagogy, it can finnally be obtained.     

Paul, go to the OPTIONS button and edit your proposal directly. Edits should not be in the comments. Thank you! 


© 2018   Created by Lucy Gray.   Powered by

Badges  |  Report an Issue  |  Terms of Service