Syllabus implementation
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Syllabus implementation

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    Syllabus implementation Syllabus implementation Presentation Transcript

    • Understanding by Design 0 It is important for teachers to see themselves not only as designers of activities, but also to see themselves as assessors 0 Attention to how all the design elements in a unit are aligned makes the desired results a more likely event. 0 Keeping the end in mind (backwards design) is key to the UBD unit planning process.
    • Interactive Teaching 0 Interactive teaching involves the students doing more than half the talking 0 Encourages student lead learning 0 Teachers utilise case studies or other support materials including: 0 Total physical responses- studies show when physical activity is involved students retain more information 0 Utilising competitions and tests- impulse for competition focuses engagement 0 Pop culture engagement- so students identify with problem 0 Jigsaw puzzle- group work 0 Social network pages- generation used to social media/blogs 0 Teachers need skills in leading discussions, asking well framed questions and being prepared for follow up questions 0 During the session teachers must keep track of – the facts of the case, the substantive concepts explained using the case, the process of discussion (including getting everyone involved, key positions are getting discussed) 0 Interactive teaching challenges students to become involved in discussion- reflecting on opinions and judgements with peers and teacher
    • 0 Aim of interactive teaching is to draw on the students experiences. This can be centred on an object such as a video clip, role play, case study discussion etc 0 Why does it work?- it gives practical shape and illustration to concepts. The aim is to focus on people as decision makers so that students can develop and understanding ‘ in the shoes’ of people they may be learning about. 0 Students prefer interactive teaching to traditional lectures 0 Encourages students to organise their thoughts, then articulate this to the class 0 Benefits include: 0 lack of competition ( all working towards common goal) 0 increasing self esteem, 0 attitude to schooling 0 life skills improve
    • Creative and Critical Thinking 0 Creative Thinking is having the ability to use your own ideas, resources and inspiration, to help you think more creatively 0 Creative thinking is a process which involves lateral thinking and brainstorming and is the ability to generate new ideas and being able to think spontaneously 0 Creative thinking is exploring ideas, generating possibilities and looking for more than 1 right answer 0 Creative thinking = positive thinking •There are 3 main types of creative thinking which include the following: •Lateral •Metaphoric •Methodology - Creative problem solving (CPS) Divide the situation into two parts both divergent and convergent. 50% should be spent on understanding the situation. 50% should be spent on developing a solution for the situation.
    • 0 The ability to think clearly and rationally 0 Includes engaging in reflective and independent teaching 0 Understand logical connections between ideas 0 Identify construct and evaluate arguments 0 Solve problems systematically 0 Identify the relevance and importance of ideas 0 Reflect on the justification of ones own beliefs and values 0 The core critical thinking skills are: 1. Interpretation 2.analysis 3. Evaluation 4. Inference 5. Explanation 6. Self regulation 0 Universal intellectual values of critical thinking: 1. Clarity 2. Accuracy 3. Precision 4. Consistency 5. Relevance 6. Sound evidence 7. Good reasons 8. Depth 9. Breadth 10. Fairness
    • Difference between critical and creative thinking Critical Thinking Creative Thinking analytic generative convergent divergent vertical lateral probability possibility judgment suspended judgment focused diffuse objective subjective answer an answer left brain right brain verbal visual linear associative reasoning richness, novelty yes but yes and
    • Project based Learning 0 Project-based learning is considered an alternative to teacher- led classrooms. 0 Project-based learning emphasises learning activities that are student-centered. 0 The benefits of PBL include: - Greater depth of understanding of concepts - Broader knowledge base - Improved communication and interpersonal/social skills - Enhanced leadership skills - Increased creativity - Improved writing skills - Students organise their own work and manage their own time
    • 0 2 perspectives: - Teacher facilitated- student emphasised, emphasis on “students doing” e.g. applying skills and knowledge - Teacher guided- teacher accountability emphasised. Teach curriculum standards and engage students 0 Both perspectives derived from the same basic question, who’s in control? 0 Best practice of PBL supports students construct learning for themselves 0 To inspire the desire to learn from within the student 0 Promotes a shift from teacher activity to student enabled 0 Can develop skills in technology use, inquiry, research, teamwork and cooperation, communication and content delivery 0 Potential of PBL to create diversity and introduce awareness.
    • 0 Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation 0 Designed to answer a question or solve a problem 0 A well-designed project provokes students to encounter (and struggle with) the central concepts and principles of a discipline. 0 generally done by groups of students working together toward a common goal 0 skills involved include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, and group participation and leadership skills 0 In short engagement is made by students: 0 ...have some choice in deciding what they will work on. 0 ...plan their own project. 0 ...participate in defining criteria and rubrics to assess their project. 0 ...solve problems they encounter while working on their project. 0 ...make some sort of presentation of their project.