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Knowing, Learning and Teaching Philosophy Talking Point: Develop “Yes, and”
thinking rather than “Yes, but” arguing when investigating new ideas. As in, “Yes, that idea about how to inquire during discussion in a social science class does help students learn to ask questions, and in my biology class I’m going to have to think about whether that practice would be more useful at the middle or end of the course, and what would happen if I asked students to shape questions at the beginning of the semester that they will work to have answers for by the end of the semester.”
Top photo – students working in groups: social nature of learning, constructivism
Middle photo – key+lock=unlocking: demystify learning process, overall, in discipline
Photo to the right – from small group discussion of readings: using student learning as the basis for more student learning, building of ideas. Transcription in that image:
• Deal with issues – Don’t ignore things
• Dynamic Structures – no one way to deal with issues
• The imperative of creating a “safe” [to take risk] environment
• Organic teaching
Knowing, Learning and Teaching Philosophy Talking Point: Multicultural Inclusive Learning and Teaching is Everyone’s Every Day Work. Period. So I need to understand learning as a complex process (learn, unlearn, relearn) that involves multiple modes of knowing / understanding (cognitive, affective, social, psychological, kinesthetic/motor/skill).
Transcription of words in animation, with key theorists named:
• Transcription of words in animation, with key theorists named:
• Existing, New & Re- Frames: transformative & adult learning, Mezirow & Brookfield
• Cognitive Social Collaborative :constructivism; Biggs & Tang and Warlick (2 cents)
• Emotional Intellectual Cultural: affective/psychological/cultural; Jackson & Hardiman, and Fried
• Disrupting Disorienting Reorienting: development; Perry, Belenky & Baxter-Magolda
Knowing, Learning and Teaching Philosophy Talking Point: More Learning for More Students begins with understanding teaching, learning, meaning making and knowledge production are interactive, iterative processes that can be developed across a course and within class sessions. Course alignment – aims, activities, assessments – depends on a 4ith classroom factor: atmosphere – physical, cognitive and emotional classroom climates.
This is the basic visual representation of the Aligned Course Design framework, which begins with mapping the teaching/learning Environment that provides a context for the course you’re developing or re-designing. The design cycle then moves into development of student Learning Outcomes to ground the course Curriculum. From this base, teachers move onto (1) developing SMART assessments (specific, measureable, attainable, relevant, and
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