NEW MERCH RELEASED
Jan 27, 2022
1 min read
We are happy to share with you some brand new designs in honor of our new record, which drops tomorrow!
- We’ve got two new designs by our own Mike Eginton:
“Binary Skulls” is available in a few color options
”100 Demons” is available on a regular tee + as a hooded sweatshirt
- We’ve also got a new colorway for our “Dragon” design by Alan Forbes
These pieces are available now HERE. Hope you dig!
Thinking about helping children take ownership of learning, I find the smaller practical questions more interesting than a quick conclusion. Making a small choice can help pupils feel responsible for the way they approach a task. I would use that point as a starting question when considering student learning ownership. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. Which decisions can children make meaningfully within a structured lesson?
What draws my attention to creating supportive school learning environments is the possibility of making an unfamiliar subject feel closer to everyday life. Clear expectations can make it easier for pupils to understand what a task is asking of them. I would use that point as a starting question when considering supportive school education. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. How can classroom expectations remain understandable without becoming a long list of rules?
Thinking about connecting practical school skills with future choices, I find the smaller practical questions more interesting than a quick conclusion. Trying a task can help a student notice whether an area of study suits their interests. It gives me a more concrete starting point for thinking about practical school skills. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. What kinds of activities help students explore possibilities before making a decision?
What interests me about exploring local heritage in Ostrorog is how a broad idea becomes part of an ordinary day. A community's history can become easier to picture through ordinary objects and places. I would use that point as a starting question when considering Ostrorog heritage education. I am still thinking through the details, and a small example would help me picture how this works in practice. How could students present local heritage in a way that welcomes further questions?
When it comes to connecting classroom learning with Bratkowice, I would rather understand one useful detail properly than rush through a long list of ideas. A local topic can invite pupils to contribute knowledge that is not found in their textbook. This is why I would approach Bratkowice school projects with a specific question rather than a fixed expectation. I am still thinking through the details, and a small example would help me picture how this works in practice. How would you make room for those contributions while keeping the project focused?