Learning through play review

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The Lancashire Grid for Learning provides a variety of educational resources, content and managed services to support schools in maximising the benefits of technology to support teaching and learning. If you have any feedback regarding our resources, content or services, please contact us. CURRICULUM Links, resources and support for curriculum areas. PRIMARY ENGLISH Information, projects and resources to support Primary English.

PRIMARY MATHEMATICS Information and resources to support Primary Mathematics. PROJECTS AND INITIATIVES Information of local and nationally run projects and initiatives. SECONDARY Information, projects and resources to support Secondary subjects. LPDS NATIONAL CURRICULUM SUPPORT MATERIALS Resources for developing a whole school curriculum. SHARING GOOD PRACTICE Information about the LPDS Award. Hitting the Target is an educational game created by Simon Jobling for learning angles in mathematics through different sports. Learn about measuring and estimating angles with snooker, right angles in football, acute angles in tennis and obtuse angles in cricket.

Created in conjunction with Butts Primary School, Walsall for Staffordshire University. Please forward this error screen to 209. Picture: National Archives and Records Administration. Is it individuals that learn in organizations, or can organizations learn themselves? From this exploration we suggest that there are particular qualities associated with learning in organizations. The page links into discussions on different pages of the encyclopaedia of informal education.

Learning For all the talk of learning amongst policymakers and practitioners, there is a surprising lack of attention to what it entails. In Britain and Northern Ireland, for example, theories of learning do not figure strongly in professional education programmes for teachers and those within different arenas of informal education. It is almost as if it is something is unproblematic and that can be taken for granted. In order to start thinking about learning we need to make the simple distinction between learning as a product and as a process. The former takes us to learning as either a change in behaviour or a change in our mental state. Is it a process or a product? The behaviourist movement in psychology has looked to the use of experimental procedures to study behaviour in relation to the environment.

Where behaviourists looked to the environment, those drawing on Gestalt turned to the individual’s mental processes. In this orientation the basic concern is for human growth. We look to the work of Maslow and Rogers as expressions of this approach. It is not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. Two developments have been highly significant in the growth of the field.

First it has attracted the attention of scholars from disparate disciplines who had hitherto shown little interest in learning processes. The central template or ideal form in the 1990s and into the twenty first century was the notion of the learning organization. A helpful way of making sense of writing on organizational learning is to ask whether writers fall into one of two basic camps. The dividing line between them is the extent to which the writers emphasize organizational learning as a technical or a social process. The technical view assumes that organizational learning is about the effective processing, interpretation of, and response to, information both inside and outside the organization. The social perspective on organization learning focuses on the way people make sense of their experiences at work.

Here we will explore the notions of single- and double-loop learning and community of practice. We will also look at the notions of experiential learning and informal learning. Single- and double-loop learning and organizational learning. This model of learning goes back to some work that Argyris and Schön did in 1974, but it found its strongest expression and grounding in organizational dynamics in 1978. Single-loop learning with it’s emphasis on the detection and correction of errors within a given set of governing variables is linked to incremental change in organizations.

But is there really such a thing? We examine the current debates and conceptualizations and what some of the implications may be for those interested in developing the educative qualities of organizational life. We explore the idea that organizations may be a constellation of communities of practice. There are those who argue that it is individuals, not organizations, who learn. In other words, learning refers to the processes of thinking and remembering that take place within an individual’s brain.