The Blackboard “If the wind will not serve,
take to the oars.”
Destitutus ventis, remos adhibe.

tastefullyoffensive:

[via]

My representation of the question ‘The theme of destruction and decay pervades the literature of the Anglo-Saxons, but what is felt most acutely is the disintegration of the bonds between human beings, either through separation or death.’ Discuss in relation to at least two Anglo-Saxon texts.

tastefullyoffensive:

[via]

Perfect mother’s day card!

(Source: tim-rousbeastie)

A trip to the library on a cold (by Sydney standards) autumn day.

A beautiful morning on Sydney Harbour, just past Fort Denison.

The zone of proximal development is the region in which all learning and development occur. It is determined as being between the point at which a learner can independently generalize and apply knowledge and the point at which the learner is unable to make meaning out of information even with the assistance of a tutor or more experienced peer (Ebadi, Khatib & Shabani, 2010; Wellington, 2006). Both the teacher and the learner play an important part within the zone as learning occurs: the teacher deliberately represents new knowledge to allow the learner to access the knowledge while the learner actively constructs new knowledge as part of schemata (Valsiner & Van der Veer, 1999). Scaffolding, reciprocal teaching and scaffolded group work are practical classroom applications of the zone of proximal development have been designed to improve comprehension and applied to improve class involvement (Brown, 1997; Coley, Craig, De Pinto, Gardner, Marks, Pressley & Rose, 1993; Lupart & McKeough, 1991). The efficacy of these applications must be evaluated under a firm understanding of Vygotsky’s theory of the zone of proximal development (Valsiner & Van der Veer, 1999). Studies have shown that the efficacy of the application of the zone of proximal development is connected to the level of active involvement of the learners.

In evaluating the effectiveness of classroom applications of Vygotsky’s theory of the zone of proximal development, it becomes clear that there are several conceptual difficulties to overcome in order to apply theory to the classroom (Valsiner & Van der Veer, 1999). One of the major issues is caused by applying the theory of zone of proximal development indiscriminately, without analysing the causal relationship between teaching practice, student involvement and development that the theory relies upon (Valsiner & Van der Veer, 1999). Many individuals understand the zone of proximal development incorrectly, a situation that occurs due to the tradition of not explicitly stating assumed concepts in Vygotsky’s “high context culture” (Barohny, Heining-Boynton & Knotek, 2008, p. 134). In particular, development is commonly understood in a modern context, rather than the context Vygotsky intended when he suggested the theory of the zone of proximal development (Valsiner & Van der Veer, 1999). When the theory of the zone of proximal development is correctly deciphered, it is able to guide the design and implementation of effective teaching strategies.

So true.

(Source: maddies350)

fuckyeaholdladycrafts:

Of course they are.

Source: http://handmadebymother.blogspot.com/2011/07/zombies-of-summer.html

kedward:

Porphyria’s Lover by a.haser on Flickr.

zombiekittiey:

I’ll pass. I need snooze time.

tastefullyoffensive:

[endlessorigami]

thedailywhat:

Infographic of the Day: Of course the MPAA doesn’t want people to see Bully. If people stopped turning a blind eye to bullying the MPAA could no longer exist.

(via theyuniversity)