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Meddler uncw april 24 2020
This document discusses the role of a "meddler-in-the-middle" teacher based on Erica McWilliam's research. A meddler teacher allows students to struggle through problems without rushing to provide answers, encouraging independent and creative thinking. Examples are provided of questions a meddler teacher may ask students to stimulate discussion and different perspectives. The document also promotes strategies like assigning perplexing projects and having students slow down and closely examine ideas and problems from multiple angles. Overall, the summary promotes the benefits of a teacher taking a meddling approach to bring out students' creative thinking.
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Meddler uncw april 24 2020
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- 2. UNIVERSITY of NORTHCAROLINA WILMINGTON WATSON COLLEGE of EDUCATION AIG
- 3. uncw.edu/ed/aig AUGUST TO OCTOBEROCTOBER TO DECEMBER JANUARY TO MARCH MARCH TO MAY EDN 552 Introduction to Gifted Education EDN 553 Social and Emotional Development and Guidance of Gifted Learners EDN 554 Curriculum, Methods, and Materials for Gifted Education EDN 555 Program Design, Implementation, and Evaluation in Gifted Education
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- 5. When each ofus thinks about what we can do in life, chances are, we can do it because of a teacher. Stephen Hawking
- 6. Think of agreat teacher from a film or television series. GREAT TEACHERS
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- 8. What Makes These GREATTEACHERS? What Makes These GREAT TEACHERS?
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- 19. Do whatever youthink is best. There are no wrong answers!
- 20. Teacher Students Active PassiveSage GuidePassive Active
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- 22. Meddler in theMiddle
- 23. meddle Verb 1. to involveoneself in a matter without right or invitation; interfere officiously and unwontedly.
- 24. Teacher Students Active PassiveSage GuidePassive Active Meddler Active Active
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- 26. McWilliam, Erica L.(2009) Teaching for creativity: From sage to guide to meddler. Asia Pacific Journal of Education, 29(3). pp. 281-293.
- 27. The Meddler-in-the Middledoes not rush to save students from the struggle that higher order thinking involves… Erica McWilliam
- 28. They allow theirstudents to experience the risks and confusion of authentic learning by allowing their students to stay in the grey of unresolvedness. Erica McWilliam
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- 33. First of all,I would like to make one thing clear: I never explain anything.
- 41. “If you endyour training now — if you choose the quick and easy path as Vader did — you will become an agent of evil.”
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- 45. List as manydifferent things that the image could represent in 60 seconds.
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- 48. Why are kidsso much better at this than adults?
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- 51. List as manydifferent things that the image could represent in 60 seconds.
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- 54. Fluency Originality Elaboration Abstractness of Titles Resistanceto Premature Closure TTCTTORRANCE TEST OF CREATIVE THINKING
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- 60. SLOW DOWN & SAVORTHE CHEESE
- 61. WHAT DO YOUNOTICE?
- 62. WHAT DO YOUWONDER?
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- 66. Metaphors have a wayof holding the most truth in the least space. - Orson Scott Card
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- 69. 1.39 Billion Pounds 325.7Million People =4.27pounds per person
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- 71. mirror.co.uk CONSUMPTION OF CHEESE CORRELATESWITH TOTAL REVENUE GENERATED BY GOLF COURSES
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- 73. WHAT IS THEREAL PROBLEM? WHAT ARE MY CONCERNS? IN WHAT WAYS MIGHT I… HOW MIGHT I…
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- 75. Wax On. Waxoff.Wax On. Wax off.
- 76. In every jobthat must be done, There is an element of fun. You find the fun and SNAP! The job’s a game.
- 77. I stand uponmy desk to remind myself that we must constantly look at things in a different way.
- 78. What do YOUthink? Who disagrees? What if _______ happened? When would this right answer be wrong? How might someone else think about this? Any ideas that you think no one else has thought of?
- 79. uncw.edu/ed/aig AUGUST TO OCTOBEROCTOBER TO DECEMBER JANUARY TO MARCH MARCH TO MAY EDN 552 Introduction to Gifted Education EDN 553 Social and Emotional Development and Guidance of Gifted Learners EDN 554 Curriculum, Methods, and Materials for Gifted Education EDN 555 Program Design, Implementation, and Evaluation in Gifted Education
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