Blasting into Hyperdrive: A Motivational Framework

Reading Time: 5 minutesThis article describes a motivational framework called directed motivational current (DMC), which advocates getting a focused vision, blasting into hyperdrive, staying in the zone, riding a directed motivational current, experiencing eudaimonic well-being and authenticity, and finally landing with feelings of joyful fulfillment, job done.

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Affordances and learning opportunities in lesson plan templates

Reading Time: 4 minutesThis article argues that the lesson plan templates most commonly promoted on teacher training programmes are inappropriately premised on an outcomes-based approach to teaching, and instead proposes an affordance-based approach to planning, giving practical suggestions for modifying the template and its role in lesson observations.

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Hands-Off Learning? The Evidence Against Minimally Guided Instruction

Reading Time: 5 minutesKirschner and colleagues look at the evidence against minimally guided instruction (e.g. discovery learning, inquiry-based learning) and in favor of direct instruction. In particular, they look at how minimally guided instruction does not consider what we know about the cognitive elements of learning.

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