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3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
3.2 Foster deep understanding and skilful action
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3.2 Foster deep understanding and skilful action

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

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

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

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