This document discusses new concepts of curriculum that focus on developing thinking skills. It argues that today's world requires life-long learning and problem solving abilities rather than just content knowledge. It presents five key aspects of a "thought-full" curriculum: 1) directly teaching thinking skills, 2) using content to engage and activate the mind, 3) stimulating dialogue to build shared understanding, 4) reflecting on one's own thought processes, and 5) cultivating a more thoughtful world through education. The overall message is that education needs to go beyond just teaching content to developing strong thinking abilities in students.
A passionate student is a learning student. As the people of the world are becoming increasingly connected, the nature, use, ownership, and purpose of knowledge are changing in profound ways. Our goal as educators is to leverage these connections and changes as powerful means to improve teaching and learning in our schools. Come join in a discussion of why we should all have a sense of urgency for shifting classroom practice toward more engaging approaches that unleash the passion that lies within each student.
This was presented to university faculty of non-traditional learners to provide practical insights and solutions for facilitating the adult learner. Empathy for the adult learner and understanding how they learn effectively was the focus with time set aside to practice facilitation frameworks and develop intentional plans for engaging adult learners that will motivate a learning or growth mindset.
A passionate student is a learning student. As the people of the world are becoming increasingly connected, the nature, use, ownership, and purpose of knowledge are changing in profound ways. Our goal as educators is to leverage these connections and changes as powerful means to improve teaching and learning in our schools. Come join in a discussion of why we should all have a sense of urgency for shifting classroom practice toward more engaging approaches that unleash the passion that lies within each student.
This was presented to university faculty of non-traditional learners to provide practical insights and solutions for facilitating the adult learner. Empathy for the adult learner and understanding how they learn effectively was the focus with time set aside to practice facilitation frameworks and develop intentional plans for engaging adult learners that will motivate a learning or growth mindset.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
An introduction to thinking routines based on the research from Project Zero at Harvard University. Looks closely at the Headlines routine and CSI thinking routine. Highlights a suggested action plan for interested teachers.
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Mind Gym for Professional
Excellence
Facilitator: Sohail M. Ali
Dec 26, 2012, Marriott Karachi Investment: PKR 9,000 per participant
Course Objectives:
• Energy and lateral thinking ability to approach any project or challenge.
• Think and communicate clearly; improve your memory, focus, organization, listening and concentration.
• Coordinate your brain and body together to "walk your talk".
• Release physical, mental and emotional stress in just minutes.
• Discover practical tools you can implement immediately.
• Draw out and harness your own personal learning system.
• Create positive, win-win situations at home, in the workplace.
• Use the Brain Gym movements for strategically achieve goals and outcomes.
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Introductory information including the strategic plan for a national curriculum development process, including a strategic plan and to guide a a backward design discussion of the characteristic, of the 'ideal' student, envisaged at the end of primary and secondary schooling.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
An introduction to thinking routines based on the research from Project Zero at Harvard University. Looks closely at the Headlines routine and CSI thinking routine. Highlights a suggested action plan for interested teachers.
================================================================
Mind Gym for Professional
Excellence
Facilitator: Sohail M. Ali
Dec 26, 2012, Marriott Karachi Investment: PKR 9,000 per participant
Course Objectives:
• Energy and lateral thinking ability to approach any project or challenge.
• Think and communicate clearly; improve your memory, focus, organization, listening and concentration.
• Coordinate your brain and body together to "walk your talk".
• Release physical, mental and emotional stress in just minutes.
• Discover practical tools you can implement immediately.
• Draw out and harness your own personal learning system.
• Create positive, win-win situations at home, in the workplace.
• Use the Brain Gym movements for strategically achieve goals and outcomes.
================================================================
Introductory information including the strategic plan for a national curriculum development process, including a strategic plan and to guide a a backward design discussion of the characteristic, of the 'ideal' student, envisaged at the end of primary and secondary schooling.
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
Classroom Styles as Discerning and Constructivismijtsrd
Constructivism improves thinking skills, statement and social talents, encourages unusual methods of appraisal, helps student's removal skills to the real realm and promotes intrinsic inspiration to learn. Discerning and Constructivism are the big notions in education. Their inferences for how educators teach, and study to teach are immense. Rather than getting ‘knowledge' from professionals in training periods, teachers and executives will have to team up with peers, academics, and their own scholars to make intellect of discerning and constructivism. Merely then we can convert our nation, via education, into an attentive, critical, scientific area, imbued with the desire for truth and for total social prosperity. If we want a futurity that is much more solicitous, vastly more compliant, greatly more concerned, and a lot more amorous, then we have to devise it. The prospect is in our schools, schoolrooms and humanity today. Ameer Bee Mirza Abdul Aziz Baig "Classroom Styles as Discerning and Constructivism" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47538.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47538/classroom-styles-as-discerning-and-constructivism/ameer-bee-mirza-abdul-aziz-baig
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolYetunde Macaulay
Creativity and critical thinking are fundamental to students becoming successful learners. The ability to think critically is an essential life skill; as the world changes at an ever-faster pace and economies become global, young adults are entering an expanding, diverse job market. To remain relevant in the highly competitive world that we are today, it is necessary now more than ever before to ensure that you possess the thinking power to flexibly and creatively solve problems on a daily basis.
LET Reviewer - Professional Education
- Teaching Profession
- Social Dimensions of Education
- Principles of Teaching
- Curriculum Development
- Facilitating Learning
- Child and Adolescent Development
- Assessment of Student Learning
- Developmental Reading
- Educational Technology
Tamaso ma Jyotirgamaya: From Darkness to Lightbaidya
Share your knowledge, go from darkness to Light .
In a formal teaching environment, various content and subjects are exchanged between teachers and learners. A student’s learning is assessed only through the contents -its retention, its depth, and width. However, none of these give any measure to the amount of luminance of light that a learner has acquired and passed on during his/her learning processes using content as a vehicle. Thus the acquired luminance of light acts as the learner’s North Star of life – a guiding path. With this, the learner achieves success, builds family, contributes to society, and becomes part of the bonafide citizenry of any nation.
World Health Organization (WHO) defined Life Skills as "the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday”.
LIFE SKILL EDUCATION According to UNICEF, Life Skills is a behavior change or behavior development approach designed to address balance of three areas:
• Knowledge
• Attitude
• Skills.
1. New Concepts of
Curriculum
By
DR. Magdy M. Aly
Professor of Curriculun and EFL
Instruction
FoE ,Ain Shams University
maly2007@yahoo.com
2. Our world has shifted away from an
industrial model of society to a
learning society. These changes
require education to develop
individuals with the knowledge,
problem solving-skills, cognitive
processes, intellectual dispositions
and habits of mind necessary to
.engage in life-long learning
3. Students entering the new millennium
must come fully equipped with the skills
that enable them to think for themselves,
to be self-initiating, self-modifying and
self-directing. They must acquire the
capacity to learn and change
consciously, continuously and quickly.
They will require skills beyond that of
content knowledge. They must possess
process skills beyond just fixing
problems, rather, they must anticipate
what might happen and search
. continuously for more creative solutions
4. Five thoughts about a
thought-full curriculum
Learning to think . 1
All of us think. Indeed, we come to
this earth with the capacity, ability
and inclination to think. Nobody has
to “teach us how to think” just like
no one teaches us how to move or
walk. We do it innately when we are
ready. Thinking, therefore, may be
.taken for granted
5. Learning to think is enhanced when
teachers teach them directly by
make thinking skills explicit,
labeling cognitive processes and
habits of mind and habits of mind
when they occur, employing
thinking maps and diagrams, and
modeling the steps of problem
.solving and decision making
6. Thinking to learn . 2
Learning is an engagement of the
. mind that changes the mind
. Learning is an engagement of the mind that changes the mind
Martin Heiddeger Heiddeger
Martin
7. Meaning making is not a spectator
sport. Knowledge is a constructive
process rather than a finding. The
brain's capacity and desire to make
or elicit patterns of meaning is one
. of the keys of brain-based learning
8. Meaning making is not a spectator
sport. Knowledge is a constructive
process rather than a finding. The
brain's capacity and desire to make
or elicit patterns of meaning is one
. of the keys of brain-based learning
9. Content, therefore, should not be
viewed as an end of instruction, but
rather as a vehicle for activating
and engaging the mind. Content is
selected to serve as a vehicle for
experiencing the joy ride of
.learning
10. Furthermore, meaning making is not just
an individual operation. The individual
interacts with others to construct shared
knowledge. There is a cycle of
internalization of what is socially
constructed as shared meaning, which is
then externalized to affect the learner's
social participation. Constructivist
learning, therefore, is viewed as a
reciprocal process in that the individual
influences the group and the group
(.Vygotsky, 1978 )influences the individual
11. Instructional strategies and techniques
that encourage successful participation
in group activities assists students in
constructing their own and shared
meanings. Teachers engage students’
thinking by posing challenging questions
and relevant problems, inviting student
assessment of their own learnings, and
maintaining a safe, non-judgmental
.classroom atmosphere
12. Thinking together . 3
Friendship is one mind in two “
.” bodies
Mencius
A great problem facing education is
caused by the fragmentation of
thinking and acting—a way of
thinking that divides and fails to
see the interconnections and
coherence of divergent views
13. Therefore, another purpose of a
thought-full curriculum is to
stimulate dialogue as a means of
” ) building an “ecology of thought
(— Isaacs, 1999
14. Humans, as social beings, mature
intellectually in reciprocal
relationships. Collaboratively,
individuals generate and discuss
ideas eliciting thinking that
. surpasses individual effort
15. identify Baker, Costa, and Shalit )1997(
norms which may serve as standards that
are understood, agreed upon, adopted,
monitored and assessed by each
participant when working as contributing
. member of a group
Pausing : Taking turns is the ultimate ( 1
in impulse control )Kotulak, 1997(. In a
discourse, space is given for each
. person to talk
16. Paraphrasing : Covey )1989( ( 2
suggests we seek to understand
before being understood.
Paraphrasing lets others know that
you are listening, that you
understand or are trying to
.understand and that you care
17. The use of probing and clarifying is
intended to help the listener better
understand the speaker. In groups,
probing and clarifying increases the
clarity and precision of the group's
thinking by clarifying
understandings, terminology and
.interpretations
18. Paying attention to learning styles,
modalities and beliefs when
planning for, facilitating of and
participating in group meetings
enhances group members’
understanding of each other as they
converse, discuss, deliberate,
.dialogue, and make decisions
19. Thinking together demands a shift
away from the confines of our own
traditional obsolescent thinking
conception of “me” to a sense of
”. “us
20. Thinking about our own . 4
thoughtfulness
I thank the Lord for the brain He put in “
. my head
Occasionally, I love to just stand to one
.” side and watch how it works
Richard Bolles
Human beings, to the best of our
knowledge, are the only form of life with
the capacity for metacognition—the
ability to stand off and examine their own
. thoughts while they engage in them
21. Thinking involves the whole of us—
our emotions, our ways of feeling in
the body, our ideas, our beliefs,
and our qualities of character and
our visions of being. Learning to
think begins with recognizing how
we are thinking now. Generally we
are not all that conscious of how we
are thinking. ) See Metacognitive
:questions on p
22. Teachers can cause students to
reflect on their own thoughtfulness
by posing challenging problems and
then having students describe their
plans and strategies for solving the
problem, sharing their thinking as
they are implementing their plan
and then reflectively evaluating the
effectiveness of the strategy that
.they employed
23. Thinking big . 5
I learned to make my mind large, “
as the universe is
large, so that there is room for
paradoxes.”
Maxine Hong Kingston
24. A thought-full curriculum serves a
. larger, more spiritual agenda
A thought-full curriculum, therefore,
builds a more thoughtful world as
an interdependent learning
community; where all people are
continually searching for ways to
trust each other, to learn together,
and to grow towards greater
. intelligence
25. The best way to predict the future is to invent “
.” it
If we want a future that is much more
thoughtful, vastly more cooperative, greatly
more compassionate and a lot more loving, then
we have to invent it. The future is in our
. schools and classrooms today
Destiny is not a matter of chance–it is a matter “
. of choice
It is not a thing to be waited for–it a thing to be
.” achieved
William Jennings Bryan