Teaching for Effective Learning

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A look at how to develop the South Australian curriculum framework. If downloaded you can make use of all the hyperlinks in the presentation.

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Teaching for Effective Learning

  1. 1. Teaching for Effective Learning<br />How to get students to learn<br />
  2. 2. Teaching for Effective Learning <br />
  3. 3. Teach students how to learn<br />The teacher helps students develop metacognitive understandings, language and skills<br />(Metacognition means you know how and when to use which strategies for learning and how to go about problem solving – you know how to learn)<br />
  4. 4. Foster deep understanding and skilful action<br />The teacher helps students build conceptual knowledge around big ideas and make rich connections to their application in a range of contexts<br />
  5. 5. Explore the construction of knowledge<br />The teacher shows that knowledge is open to question, serves particular purposes and explores differences respectfully<br />
  6. 6. Promote dialogue as a means of learning<br />The teacher provides opportunities for students to learn through interaction and conversation with others<br />
  7. 7. Learning models for 21st century learners<br />the collaborator: for whom networks of knowledge, skills and ideas are the source of learning<br />the free agent: utilising flexible, continuous, open-ended and life-long styles and systems of learning to the full<br />the wise analyser: able to gather, scrutinise and use evidence of effective activity and apply conclusions to new problems<br />the creative synthesiser: able to connect across themes and disciplines, cross-fertilise ideas, integrate disparate concepts and create new vision and practice.<br />Mike Lambert , School of Education, University of Wolverhampton UK<br />
  8. 8. Knows facts - procedures<br />Learns knowledge efficiently<br />Understands theory<br />Understands concepts<br />Grasps facts and figures<br />Knows how to do something<br />Knows how things work<br />
  9. 9. Knows why - connects<br />Can apply the knowledge to different situations<br />Can apply the knowledge in other areas<br />Can find other help to further develop own knowledge<br />Can develop a learning network<br />Can explain knowledge to others<br />Can participate in peer review<br />
  10. 10. Knows what – context<br />Can put the knowledge to use in a limited way<br />Can manipulate the knowledge in a more creative way<br />Can demonstrate the reason for having the knowledge<br />Can use the knowledge to develop own approaches and ideas<br />Can easily use what has been learnt<br />
  11. 11. Knows how come - relevance<br />Makes connections with other information<br />Makes connections and develops the knowledge for a specific purpose<br />Can recreate the knowledge in a different way <br />Can use the knowledge to communicate with specific groups<br />Can discuss the knowledge with others<br />
  12. 12. The brain is a wonderful thing<br />Go to InnerBody and find out to what extent and see how well a site can teach using technology.<br />
  13. 13. Brain based learning<br />Teachers must immerse learners in complex, interactive experiences that are both rich and real. One excellent example is immersing students in a foreign culture to teach them a second language. Educators must take advantage of the brain’s ability to parallel process.<br />Students must have a personally meaningful challenge. Such challenges stimulate a student’s mind to the desired state of alertness.<br />In order for a student to gain insight about a problem, there must be intensive analysis of the different ways to approach it, and about learning in general. This is what’s known as the “active processing of experience.”<br />Funderstanding – Renate Caine Making Connections<br />
  14. 14. BBL Techniques<br />Orchestrated immersion–Creating learning environments that fully immerse students in an educational experience<br />Relaxed alertness–Trying to eliminate fear in learners, while maintaining a highly challenging environment<br />Active processing–Allowing the learner to consolidate and internalize information by actively processing it<br />
  15. 15. Brain friendly teaching<br />Feedback is best when it comes from a real person, rather than from an authority figure.<br />People learn best when solving realistic problems.<br />The big picture can’t be separated from the details.<br />Because every brain is different, educators should allow learners to customize their own environments.<br />The best problem solvers are often those who laugh!<br />
  16. 16. Resources:<br />ChronoZoom<br />InnerBody<br />LingoDingo<br />Voki<br />Gamequarium<br />Visual New Aggregator<br />Current World Disaster & Emergency Map<br />Comic Life<br />

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