3.2 Foster deep understanding and skilful action

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Teaching for Effective Learning Domain 3 Part 2 South Australian Curriculum framework.

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3.2 Foster deep understanding and skilful action

  1. 1. Teaching for effective learning<br />3.2 Foster deepunderstanding and skilful action<br />
  2. 2. sally07<br />2<br />
  3. 3. Design activitiesthat lead students to grasp concepts and deepentheirunderstanding<br />‘ Chunk ‘ the work. Serve it in small, palatable, accessible pieces<br />Can youincorporatevariousways of approaching the subjectmatter – text, visuals, play, thinkingactivities?<br />Can youkeep the real life application of the knowledge in front of them and enticethem to considerthat?<br />Can youfind a cool site or software whichwillfacilitatetheirlearning and thinking? <br />sally07<br />3<br />nasa<br />
  4. 4. Pose open questions with no right or wronganswers<br />Evokestudents’ emotions<br />Can they imagine, reflect?<br />Can theyact and researchfrom a range of sources and perspectives?<br />Have yousuggestedchallenges and possibilitiestheycouldtry?<br />sally07<br />4<br />
  5. 5. Encourage self-testing and self-appraisal<br />Getthem to makeflashcards to test theirknowledge<br />Use Google docs or Twiducate to elicit feedback<br />Check along the way to see how they are going.<br />Do they know wheretheirlearning gaps are?<br />sally07<br />5<br />
  6. 6. Teach explicit strategies for higherorderthinking<br />Can theydefinewhatthey are doing and how they are going about it?<br />Can theygiveexamples of whatthey are learning or easilylocate information?<br />Do they know what questions to ask?<br />Story boardinghelps plan complexassignments<br />Providethemwithgeneric questions and watch how theyextendthem.<br />sally07<br />6<br />
  7. 7. Guide students in searching for patterns and relationships<br />How doesthis relate to whatthey have previouslylearnt?<br />How doesthisconnectwithothersubject areas?<br />How isthisapplied in the real world?<br />How cantheyreference the patterns sotheyrememberthem?<br />sally07<br />7<br />
  8. 8. Use preciselanguage<br />Teachthem the vocabulary for specificsubject areas<br />Teachthem the language constructions for certain types of activities<br />Teachthem the differencebetweenformaland informallanguage<br />Show them how to source good explanations and meanings<br />sally07<br />8<br />
  9. 9. How canyoumake the most of the technologytheycan use for learning?<br />Can youthink of productive uses for web enabled mobile phones and otherpocketdevices?<br />Are yourstudents cross platform or are theyonlycompetent on one OS and one piece of software?<br />Are they able to use all sorts of software and applications competently?<br />Do you let themsuggest good ways of doingthingstoo?<br />sally07<br />9<br />
  10. 10. Value student input<br />Seekformal and informal feedback<br />Offeropportunities for feedback whentheyreflect on whatthey are doing<br />Allowthem to ask questions and offer productive suggestions<br />Use sites likeTwiducate to createa safe online opportunity to canvas opinion.<br />sally07<br />10<br />
  11. 11. Set SMART goals<br />S - specific, significant , stretching<br />M - measurable, meaningful, motivational<br />A - agreed upon, attainable, achievable, acceptable, action-oriented<br />R - realistic, relevant, reasonable, rewarding, results-oriented<br />T - time-based, timely, tangible, trackable<br />sally07<br />11<br />ProjectSmart<br />
  12. 12. Strengthen connections in the brain<br />Practice<br />Repeat<br />Use video<br />Pre and post test whereappropriate<br />Use graphicorganisers<br />Connectideas<br />sally07<br />12<br />
  13. 13. Encourage concept attainment<br />Is it an insect or not? Whois in the group?<br />Allowthem to see or determinewhat the attributes are.<br />Makeit a little more complex and challenging<br />Can theyapplytheirknowledge in a differentcontext?<br />sally07<br />13<br />
  14. 14. Guide and support learners to achieve a level of mastery<br />What are all the perspectives?<br />Doesthismakethemfeel or seedifferently?<br />Can theyreproduce and use the information they have learntaccurately?<br />Whatis the nextstepalong the way to knowledge and higherlevellearning?<br />sally07<br />14<br />
  15. 15. Practise the four ways of knowing<br />How cantheydescribe or definethis?<br />Whatexamplescanthey cite?<br />How doesthis impact on them and their life?<br />Can they express it as a picture, piece of music, story..<br />Propositional, Factual, Personal, Conceptual<br />sally07<br />15<br />
  16. 16. Workwithauthenticproblems and issues<br />How isthislearningbeingcurrentlyused to solve world problems and issues?<br />What discussions are going on in the planetwith regard to it?<br />What applications doesthislearning have right now?<br />Is this a new version of whatwepreviouslyused to do? Why?<br />sally07<br />16<br />
  17. 17. sally07<br />17<br />

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