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The document discusses strategies for promoting higher-order thinking in students. It recommends getting students to engage in more complex thought processes beyond just knowledge and understanding, such as research projects, problem solving, and inquiry-based learning. Inquiry-based learning involves posing interesting questions for students to research and form hypotheses to answer, using resources to collect data and test their hypotheses. The document also discusses using information and communication technologies to enhance individual and collaborative learning, such as through online resources, social networking, and multimedia presentations.
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2) Buddhism has a large influence on Thai culture in Bangkok, which is evident through the many marble temples and golden Buddhas found throughout the city.
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The document provides information about inquiry-based learning and instruction. It discusses inquiry-based learning as a student-centered approach that shifts away from linear teaching methods. Students lead inquiries, not teachers, who take on a supportive role. Inquiry can be used at any grade or developmental level based on the idea that people learn through exploration. The document then provides examples of how to structure inquiry-based lessons and questions.
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This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
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The document discusses inquiry-based learning, which emphasizes students' questions and observations. Instructors encourage students to share ideas and challenge each other respectfully. When done correctly, inquiry-based learning can develop higher-order thinking, information literacy, critical thinking, and lifelong problem-solving skills. The process involves students planning investigations, retrieving and processing information, creating projects, sharing their work, and evaluating their findings and methods. Setting up an inquiry-based classroom requires equipping it with various learning materials to stimulate students' inquiries.
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2. Second language acquisition takes a long time and can be stressful. It may affect competency in a student's first language. Whether parents speak the first or second language impacts acquisition.
3. Teaching tips include allowing students to hear components, explicitly teaching irregulars, using riddles/jokes to aid linguistic awareness, encouraging use of native language for new concepts, and involving parents in learning.
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An example
Mr. Bettridge created a safe learning environment in his classroom by getting to know each of his students individually and celebrating their successes. He subtly helped students feel confident and respected, encouraging good behavior. He also fostered strong peer relationships by designing collaborative projects with rewards that unified the class, and established clear rules that he consistently enforced with praise, rewards or consequences depending on the situation. Overall, Mr. Bettridge exemplified a teacher who built trust and positive learning through his attention to students and consistent approach.
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There are many theories about different learning styles. The document discusses Howard Gardner's Theory of Multiple Intelligences which suggests that people have different types of intelligences such as musical, bodily, nature, logical, linguistic, interpersonal, intrapersonal, and visual intelligences. Teachers can use knowledge of students' intelligences to plan lessons incorporating engaging activities like listening activities for music smart students, roleplay for body smart students, experiments for nature smart students, and group work for people smart students.
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Student assessment
Students can assess their own work in several ways, including setting goals and evaluating their progress, assessing their own skills and weaknesses to improve their learning, and reflecting on work portfolio pieces. They can fill out forms describing their piece, what they learned, and how they can improve. Students also proofread their own work using a guarantee sheet checked by peers to evaluate elements like their argument, referencing, and proofreading. Allowing students to write notes for parents on their reports encourages self-assessment.
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- 1. Promoting Higher Order Thinking Goal: Get students to move beyond just knowing and understanding what they study and engage in more complex thought processes
- 2. Turning Bloom’s into Questions
- 5. Inquiry Based Learning Science inspired, gets students thinking, Requires a lot of preparation by the teacher for a meaningful outcome, although there is no specific answer sought Teachers role is support, very student centered Involves: Interesting question Set by teacher or students Formation of a hypothesis/opinon Research Use resources to find a possible answer Observation/Experimentation Collect data & observe Confirmation or disproval of hypothesis If disproved students will form a new hypothesis Generalization Normally a general rule is generated