Must be careful not to overdo it

The focus on the changes should be on what students can do and then improving on it. It has to be achievable by students.
I was thinking about developing a rough outline of the course and then planning a week's worth of lessons with the students.
Each week could have a focus question that we are trying to answer. For example, early on, it could be "why do we need to be ethical in Psychology studies?"; "What do we know about Psychology already" (Good Brain storm or Brain Mapping question - could even be a KWL question).
Would like to give them time for journal writing - to be put into the wiki - and also review of learning goals.

More ideas for 2007

Here are some more things I would like to do.
* I got this idea from a site called "Instructables". How about adding a part of the wiki site that I want to create to include a section on 'Here is how I do it'. It could include information on how I write an essay or do research. In maths it could include how the student approaches a particular task eg adding fractions. The answers could include pictures (screen dumps) or digital photos to illustrate the ideas begin generated.
* Using Google docs to create documents that students can share or can edit. More importantly, getting students to write their answers in a document that only I and the student can access. This means I can give them feedback as they create it, but also I have an idea of how they are going - ie what stage they are at.
* Also using Google docs students could work on collaborative documents eg report write ups or group assignments. Again, I could follow their progress and give feedback on the way.
* Also I could post assignments online for student access so that they don't have to go searching for the paperwork but also they can't use the excuse "they forgot".
Hmm. This Google docs could be interesting. I hope that it is stable.

Student control over the lesson content

Over the past 20 or so years, I have used every teaching trick in the book to try and get my students motivated. Over those years, the only thing that ever works is when students take control over their own learning. That is, when students say to themselves, "I want to be successful in this subject and only I can be in control of that".
So my thinking now is that once I have given out the main materials for the class, I sit back and ask them what they want to know. I will say to them that they need to decide what should be taught in the class and, to an extent, how. I will get them to agree to a week-by-week program, one aspect will include them setting a personal learning goal and deciding on three behaviours which show that they are achieving their goals.
My theory is that this will force them out of their dependence on me as their teacher and help with the motivation to participate in the classes actively.
We would have to agree on the structure of the class and what work would have to be done outside the classroom. My initial thought was to get them to work out what is required of them for each assessment task, but I would hope that they might be motivated out of sheer interest in the subject matter.

Using Brain-compatible techniques in my classes

Today began a commitment to use Brain-compatible techniques in a new class I am teaching in 2007 - Year 11 Psychology.
I will encourage the bringing in of water and brain food. I will break up my lesson into 10-12 minute chunks with plenty of movement (eg Brain Gym, movement around the class to discuss ideas with others), deflected questioning techniques, RAS alerts, VGMActivities).
I will emphasise student control of the class by giving plenty of choice and taking my directions from them about what they want to study (within the confines of the syllabus).
I will use their ability to socialise freely but emphasise that success comes mainly through hard work. I will also emphasise the importance of Hope - everyone can do it.
Should be interesting times.