Teachingforindependence
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Teaching for Independence

Teaching for Independence

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Teachingforindependence Presentation Transcript

  • 1. Guidelines for Teaching for Independence Teaching for Tomorrow by Ted McCain. Teaching for Independence
  • 2. How I Realized I was creating highly educated useless people. Students need to be able to problem solve, so they need to be taught how to do it! Teaching for Independence
  • 3. Teaching for Independence The 6 step plan for teaching for independence and higher-level thinking.
  • 4. Teaching for Independence
    • The 6 step plan for teaching for independence and higher-level thinking.
    • We must resist the temptation to tell.
  • 5. Teaching for Independence
    • The 6 step plan for teaching for independence and higher-level thinking.
    • We must resist the temptation to tell.
    • We must stop teaching decontextualized content.
  • 6. Teaching for Independence
    • The 6 step plan for teaching for independence and higher-level thinking.
    • We must resist the temptation to tell.
    • We must stop teaching decontextualized content.
    • We must stop giving students the final product of OUR thinking.
  • 7. Teaching for Independence
    • The 6 step plan for teaching for independence and higher-level thinking.
    • We must resist the temptation to tell.
    • We must stop teaching decontextualized content.
    • We must stop giving students the final product of OUR thinking.
    • We must make a fundamental shift – problems first, teaching second.
  • 8. Teaching for Independence
    • The 6 step plan for teaching for independence and higher-level thinking.
    • We must resist the temptation to tell.
    • We must stop teaching decontextualized content.
    • We must stop giving students the final product of OUR thinking.
    • We must make a fundamental shift – problems first, teaching second.
    • We must progressively withdrawal from helping students.
  • 9. Teaching for Independence
    • The 6 step plan for teaching for independence and higher-level thinking.
    • We must resist the temptation to tell.
    • We must stop teaching decontextualized content.
    • We must stop giving students the final product of OUR thinking.
    • We must make a fundamental shift – problems first, teaching second.
    • We must progressively withdrawal from helping students.
    • We must reevaluate evaluation