- Page 1: Supporting Students who Struggle to
- Page 5 and 6: The S-curve summary Period Focus of
- Page 7 and 8: Note on Effect Size • Effect size
- Page 9 and 10: Influences on Student Achievement I
- Page 11 and 12: Activator or Facilitator ? An Activ
- Page 13 and 14: It’s the Teacher … ‘... the m
- Page 15 and 16: What Helps Students Learn? Wang, M.
- Page 17 and 18: What Helps Students Learn? Student
- Page 19 and 20: What helps students learn? district
- Page 21 and 22: What helps students learn? 1. The c
- Page 23 and 24: The Global Classroom Townsend and O
- Page 25 and 26: The Global Classroom Education for
- Page 27 and 28: The Global Classroom Understanding
- Page 29 and 30: Pedagogy Thinking Globally Classroo
- Page 31 and 32: The RelationaLearning Model (Otero
- Page 33 and 34: The RelationaLearning Model (Otero
- Page 35 and 36: Sorting Students Student Population
- Page 37: Perception Our view of the world is
- Page 43 and 44: FABULOUS FILES ARE FREQUENTLY THE R
- Page 46 and 47: A true story Ricky has been diagnos
- Page 48 and 49: A true story No-one seemed to be ab
- Page 50 and 51: A true story Within two days Ricky
- Page 52 and 53:
A true story How does anyone justif
- Page 54 and 55:
What is my concept of school? Strug
- Page 56 and 57:
What is my concept of student? Thin
- Page 58 and 59:
What is my concept of my future? St
- Page 62 and 63:
Randall Clinch Young people who hav
- Page 64 and 65:
Dendrites Cell Body
- Page 66 and 67:
Dendrites Cell Body Axon Terminals
- Page 68 and 69:
Dendrites Myelin Sheath Cell Body A
- Page 70 and 71:
Environment interpreted by Senses
- Page 73 and 74:
Environment interpreted by Senses T
- Page 75 and 76:
The reality for most people ’ The
- Page 77 and 78:
Environment interpreted by Senses T
- Page 79:
The reality for most people ’ The
- Page 82 and 83:
Environment interpreted by Senses T
- Page 85 and 86:
Environment interpreted by Senses T
- Page 87 and 88:
Randall Clinch Teachers respond to
- Page 89 and 90:
Questions about the Environment Tho
- Page 91 and 92:
The concept of ‘Bike’ Bikes are
- Page 93 and 94:
Teacher Behaviours and Student Resp
- Page 95 and 96:
Teacher Behaviors and Student Respo
- Page 97 and 98:
Randall Clinch Excitement comes...
- Page 99 and 100:
Randall Clinch For students to be s
- Page 101 and 102:
Randall Clinch The concept of learn
- Page 103 and 104:
Randall Clinch The concept of schoo
- Page 105 and 106:
Randall Clinch The concept of futur
- Page 107 and 108:
The Process 1. Engage the intellect
- Page 109 and 110:
Engaging the Intellect What is this
- Page 111 and 112:
Engaging the Intellect We all are
- Page 113 and 114:
Engaging the Intellect
- Page 115 and 116:
The Process 1. Engage the intellect
- Page 117 and 118:
The Process 1. Engage the intellect
- Page 119 and 120:
The Process 1. Engage the intellect
- Page 121 and 122:
What we might ask At the end of eac
- Page 123 and 124:
IDEALS/BELIEFS
- Page 125 and 126:
Capacity Capacity building is conce
- Page 127 and 128:
Capability Learning Model Three int
- Page 129 and 130:
Nutrients for a hospitable learning
- Page 131:
More information If you would like