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3.3 Explore the construction of knowledge
 

3.3 Explore the construction of knowledge

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3.3 Domain 3 South Australian Education framework, Teaching for Effective Learning. This is the 3rd part for Domain 3.

3.3 Domain 3 South Australian Education framework, Teaching for Effective Learning. This is the 3rd part for Domain 3.

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  • Full Name Full Name Comment goes here.
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  • J'ai vraiment apprécié votre série de 3 volets sur ce thème. La connaissance est vraiment fondamentale. C'est ce qui manque le plus à l'être humain pour améliorer son existence... Merci de partager cet EXCELLENT travail avec nous Sally
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  • This is a awesome presentation
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  • Thank you for all your comments. Now I have worked with all parts of Domain 3 as you suggested, it has become clearer to me that we have to think carefully and well about how we teach and educate our children in this world of technology. We have to make them think because they can go on the Net at any time so our messages need to be clear. Children can become very involved then, as George has suggested. We have to think so we use technology and our lessons to engage students in a real way.
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  • Very interesting questions Sally, all of them. Teaching is always a challenge and more today.Thanks for sharing.
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  • I believe that a child should become an active part of whatever topic is being studied. Seeing this presentation I still feel that children make, do, act, chant, build and live the material that is handed down to them.
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    3.3 Explore the construction of knowledge 3.3 Explore the construction of knowledge Presentation Transcript

    • Teaching for effective learning
      3.3 Explore the construction of knowledge
    • sally07
      2
    • Do they know individuals and groups have theirown unique perspective on the world?
      Do theytry to seethingsfromsomeoneelse’s point of view?
      Do theylistenclosely and carefully to otherpeople’sideas?
      Do theywonderwhysomeonemightthinkthatway?
      Do theyconsider how someoneelsemightseesomething?
      sally07
      3
    • Are they able to identifybias?
      Can theyseethingsfromdifferent perspectives?
      Do they look atdifferentways of recounting the sameevent or information?
      Do theyunderstand how languagecanbeused to filterideas?
      Can theycritically analyse information?
      sally07
      4
    • Can they compare and contrast cultural understandings?
      Can theyseethings in historical perspective?
      Do theyunderstandtheirbirthplacecandeterminetheiroutlookon life?
      Do theyrealisethatlanguagereflects how a culture seesthings?
      Do they look at art and medical practices, for example, and see social change?
      sally07
      5
    • Can theysee how each discipline has itsown focus?
      Can theyidentify a scientific, humanitarian, socialogical, artistic point of view?
      Do theyunderstand how differentdisciplines approach the exploration and expression of knowledge?
      Can theysee how differentinterests are beingserved?
      Can theyseestrengths and weaknesses in a subjectbasedapproach?
      sally07
      6
    • Do they have an understanding of the past and present?
      Do they know knowledge and ideas have changed over the centuries?
      Can they see how we have developed our understanding of the world ?
      Do they know how different ideas from different cultures have contributed to our current world understanding?
      Do they understand how experience is a great asset?
      sally07
      7
    • Do theyactively compare beliefs and perspectives withothers?
      Do they know how to comfortably engage withothers?
      Can theyjustifytheir position and point of viewwithout feeling threatened?
      Do theylistencarefully to others?
      Can they stand in someoneelse’sshoes?
      sally07
      8
    • Do they know the differencebetweenfact and opinion?
      Do they know how to verify information?
      Do they know how to get the correct information?
      Are theyfamiliarwith a number of searchengines?
      Do they know whom to ask?
      sally07
      9
    • Do they know how to criticallyevaluate information?
      Can theyidentifyreliable sources?
      Can theylocatereliable data and information?
      Can theysee how views change from one era to another?
      Can theyseewhoseinterests are beingserved?
      sally07
      10
    • Do you challenge whattheydon’t know?
      Do you show themwheretheirknowledge gaps are?
      Do youdemonstrate the value of fillingthose gaps?
      Do theyask questions to fill in knowledge gaps?
      Do you encourage lookingatthingsfrom all sorts of angles?
      sally07
      11
    • Do they know how to give feedback?
      Do theyhave strategies for discussion?
      Are they able to challenge ideas in a calm, consideredmanner?
      Do youcreatesafe feedback tasks?
      Do they have strategies for giving feedback?
      sally07
      12
    • Do they know how to challenge ideas in a non threateningway?
      Do they know how to askdifficult and complex questions?
      Do theyunderstand cultural sensitivity?
      Do they have differentways of askingwhichmatch different social situations?
      Do theyunderstanddignity and decorum?
      sally07
      13
    • Do they know how to rethinktheirideas?
      Can theysee how a textrepresentssomeone’s point of view?
      Can theydetecttarget audiences?
      Are they able to draw on real life experience?
      Can theyestablishwhat has been left out?
      sally07
      14
    • Do they know how to clarifytheirthinking?
      3 ideastheywant to discuss
      2 questions theywant to ask
      1 action theywant/need to take
      Do yousupplygraphicorganisers?
      sally07
      15
    • Do they know knowledgeis open to question?
      It isshaped by culture
      It isshaped by experience
      It isshaped by the era
      It isshaped by language
      It isshaped by purpose
      sally07
      16
    • sally07
      17