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As external exams become a larger part of the Queensland senior school experience, it is vital teachers prepare students to be able to work out the meaning of an unfamiliar word without consulting a dictionary or a mobile phone.
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Viewing a video clip should always be purposeful and students need to be accountable for the time they have spent viewing it. In this blog post, Pat Hipwell looks at how to make students pay attention and learn from videos.
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A popular activity as a warm-up or for early finishers is to find all the words using the letters of a long word. The letters can be mixed up. I would not recommend this activity unless it’s something to fill in time at the end of the term or year. 
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I often get asked, ‘So if you’re not a fan of cloze exercises, what else do you suggest?’ I am a fan of cloze when the purpose is best fulfilled by its use. 

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All resources, mine included, are only as good as the thinking behind them. As a teacher, I found that the resources that helped me the most were the ones I created myself. These resources were tailor-made so tended to be the most effective.
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The act of writing can put a lot of cognitive pressure on students, but teachers can ease this burden on students to help them develop their writing skills.
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It is common practice to give students a glossary of words, particularly words in a unit of work, but Pat Hipwell argues this is not enough to help students understand key task words or the new cognitive verbs. 
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In her first video update, logonliteracy's Pat Hipwell explains why cognitive verbs, also known as key task words, are so important for students to understand and recognise. 
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