Teach education

Reflections of an IB science teacher

Tempus Fugit

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Its been some time since I posted here, and I feel as though I should quickly lay out the reasons why.

Its recently been spring break for us, but this time around instead of travelling, I decided instead to use most of my time to work on projects that I just haven’t had time to focus on during the school term. These include;

3-D Game Lab

I’ve finally completed enough of my training in 3D-Game Lab to really get my teeth into the service, and I’ve completed the framework for next years courses. I’ve decided to create four templates for grades 6, 7-8, 9-10 and 11-12 and now I can start dropping in content specific activities across the next four months (Blog post to follow shortly!)

Course Prep

In preparation of building my own video lectures for 3D-Game Lab, I completed a course on on-line teaching that I thought might give me a few things to think about. As it turns out, it gave me lots to think about and I found myself devoting hours of my spare time to everything from picking the right font type to developing a unique color palette for the design!


I’ve known basic HTML and CSS for a while now and I’ve been learning PHP and MySQL for a bit. I decided to take “The Ultimate Web Development Course” to see how the four interrelate. Containing almost a full 12 hours of video material and probably being set at a level I found to be slightly beyond comfortable (So, just right, but slow to move through) I feel as though I took a lot away from the course.


I’ve decided on and purchased a couple of domain names for future sites that I’d like to play around with. For example, You can now reach this blog through www.anthonycopeland.com, although I haven’t set it as a default domain just yet as I’m still being hosted on the free WordPress service and besides, I think I’d prefer to use www.mracopeland.com for my education related stuff and save the former for something more all-round. One of my next ventures will be deciding on a host for these addresses. It’s all in the spirit of being a personal learning journey, and I’m excited to see what they turn into.


Finally, I recently spent a couple of days in Oman on a camping/climbing/snorkeling adventure and in preparation of the 8 hour drive I had on my hands from Dubai, I decided to download a new audiobook and I chose “Blink” by Malcom Gladwell.

Blink is a book about human intuition. In its blurb, “Blink” promises to show how we can hone our intuition for better use in our lives. I’d have to disagree. The book does a good job in making clearer the studies and case studies that have developed to make clearer the advantages and limitations of quick decision making, but it does very little in the way of detailing how this information can be used to make better decisions or to better manage the decision making process. At best, it reassures the reader that there is a time and a place for snap judgments. I was hoping to write a full post on how lessons from the book could be used in teaching, but I’m not sure that there really are all that many. Besides, I’m almost in a position to reflect on the 3rd 1/4 of “How We Learn”.


Author: mrcopeland

Whilst I believe that there is a common core of knowledge that is necessary for academic conjecture to take place, I still think that there is plenty of room for progressivism in education. My pedagogical approach centres on guiding and motivating students to become independent academics and global citizens so that they have the tools they need to both succeed within, and shape for the better, an uncertain future. I believe that we are in a golden age of support in education, with a wealth of educational professionals willing to collaborate across the world and countless technologies for education being provided all the time we are in a position to achieve a new standard of education. By blending our learning structures and using tools for AFL to support and guide scaffoldings for inquiry, we are for the first time in a position to offer a classroom that is truly differentiated and flexible to every student’s needs. This flexibility gives space for students to express themselves and use creativity in their approaches, to develop important social and professional skill sets and to be guided by inspiration and inquiry. This subsequently allows students to take ownership of not just their education but their position in the world, allowing them to develop into true global citizens.

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