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1) The document provides strategies for promoting creativity and critical thinking in the classroom, such as establishing a non-threatening environment and using collaborative groups without restricted discussions. 2) Teachers should encourage students to develop their own answers to higher-order questions and provide open-ended questions with guided practice and positive feedback. 3) Activities should relate to students' real lives and allow them to respectfully develop their own understanding through small group work and open discussions.
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Presentation1
This document provides strategies for promoting creativity and critical thinking in the classroom. It recommends: 1) establishing a non-threatening environment and using collaborative groups without restricted discussions; 2) encouraging students to develop their own answers to open-ended, higher-order questions; and 3) providing real-life activities that students can relate to and respect.
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This power point shows an activity which has been created to include all the elements of Principles of Learning.
COLLABORATIVE LEARNING
Collaborative learning involves students working together to achieve a common goal or task. Research shows that people learn more effectively through collaboration, retaining 10-95% more of what they learn depending on the level of interaction. In the past, key skills for employers included reading, writing and computation, but now interpersonal skills, problem solving and teamwork are most important. Collaborative learning develops critical thinking, communication skills and a sense of community. It motivates students and helps them learn more while building confidence, leadership and social skills.
Changing the pedagogical balance
This document provides instructions for students on completing assignments from the CORE Education Ltd website. Students are asked to read pages 4-6 and listen to an accompanying audio segment, complete exercises 3-6, read a provided URL link and finish a web quest, and write their answers on the class wiki or personal blog. The document also shares ideas from John Dewey on constructivist pedagogy, including that effective teaching occurs when students are autonomous and engaged in experiences that challenge their thinking.
Changing practice
The document discusses John Dewey's constructivist pedagogy from 1916. It advocates that effective teaching and learning occurs when student autonomy and initiative are accepted and encouraged, when the teacher asks open-ended questions and allows time for students to respond, and when students engage in dialogue with the teacher and each other. Students are engaged in experiences that challenge hypotheses and have meaning and importance to them, using raw data, primary sources, and interactive materials.
Collaborative learning
This document summarizes 5 collaborative learning methods: Think-Pair-Share, Buzz Groups, Talking Stick, Numbered Heads Together, and Two Stay Two Stray. For each method, it provides the definition, steps for implementation, benefits and disadvantages. Think-Pair-Share involves students thinking individually, discussing in pairs, and sharing with the class. Buzz Groups are small intense discussion groups of 3 people responding to a question. The Talking Stick allows one person at a time to speak while holding the stick. Numbered Heads Together assigns numbers to group members and randomly calls on them to answer for their group. Two Stay Two Stray has some group members share information with other groups then return to their own
Tbl
The document discusses using team-based learning (TBL) to increase student motivation in compulsory science courses. TBL involves assigning complicated but achievable team assignments that ensure success for all students and relate directly to course content and students' lives. These assignments stimulate critical thinking, discussion, and decision-making while also giving feedback. By implementing TBL, teachers can create a positive learning community environment that leads to higher student engagement, deeper understanding of material, and increased motivation to learn.
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This document provides feedback on an activity where participants were asked to define effective learning and how their teaching supports it. The feedback notes that there were a range of responses and no single correct answer. It aims to clarify expectations and provide guidance. Key points made in the feedback include defining effective learning as drawing on past experience to understand the present and shape the future. Bloom's Taxonomy is suggested as a potential measure of learning effectiveness. Participants are warned against citing sources not on the reading list without critical evaluation.
Recommended
Presentation1
This document provides strategies for promoting creativity and critical thinking in the classroom. It recommends: 1) establishing a non-threatening environment and using collaborative groups without restricted discussions; 2) encouraging students to develop their own answers to open-ended, higher-order questions; and 3) providing real-life activities that students can relate to and respect.
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This power point shows an activity which has been created to include all the elements of Principles of Learning.
COLLABORATIVE LEARNING
Collaborative learning involves students working together to achieve a common goal or task. Research shows that people learn more effectively through collaboration, retaining 10-95% more of what they learn depending on the level of interaction. In the past, key skills for employers included reading, writing and computation, but now interpersonal skills, problem solving and teamwork are most important. Collaborative learning develops critical thinking, communication skills and a sense of community. It motivates students and helps them learn more while building confidence, leadership and social skills.
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This document provides instructions for students on completing assignments from the CORE Education Ltd website. Students are asked to read pages 4-6 and listen to an accompanying audio segment, complete exercises 3-6, read a provided URL link and finish a web quest, and write their answers on the class wiki or personal blog. The document also shares ideas from John Dewey on constructivist pedagogy, including that effective teaching occurs when students are autonomous and engaged in experiences that challenge their thinking.
Changing practice
The document discusses John Dewey's constructivist pedagogy from 1916. It advocates that effective teaching and learning occurs when student autonomy and initiative are accepted and encouraged, when the teacher asks open-ended questions and allows time for students to respond, and when students engage in dialogue with the teacher and each other. Students are engaged in experiences that challenge hypotheses and have meaning and importance to them, using raw data, primary sources, and interactive materials.
Collaborative learning
This document summarizes 5 collaborative learning methods: Think-Pair-Share, Buzz Groups, Talking Stick, Numbered Heads Together, and Two Stay Two Stray. For each method, it provides the definition, steps for implementation, benefits and disadvantages. Think-Pair-Share involves students thinking individually, discussing in pairs, and sharing with the class. Buzz Groups are small intense discussion groups of 3 people responding to a question. The Talking Stick allows one person at a time to speak while holding the stick. Numbered Heads Together assigns numbers to group members and randomly calls on them to answer for their group. Two Stay Two Stray has some group members share information with other groups then return to their own
Tbl
The document discusses using team-based learning (TBL) to increase student motivation in compulsory science courses. TBL involves assigning complicated but achievable team assignments that ensure success for all students and relate directly to course content and students' lives. These assignments stimulate critical thinking, discussion, and decision-making while also giving feedback. By implementing TBL, teachers can create a positive learning community environment that leads to higher student engagement, deeper understanding of material, and increased motivation to learn.
Feedback for PGR/ECR Activity 1
This document provides feedback on an activity where participants were asked to define effective learning and how their teaching supports it. The feedback notes that there were a range of responses and no single correct answer. It aims to clarify expectations and provide guidance. Key points made in the feedback include defining effective learning as drawing on past experience to understand the present and shape the future. Bloom's Taxonomy is suggested as a potential measure of learning effectiveness. Participants are warned against citing sources not on the reading list without critical evaluation.
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This document provides classroom management strategies for science teachers. It recommends that teachers get to know their students, set clear behavioral expectations, and develop positive relationships with students, other teachers, parents, and the local community. It also suggests co-constructing guidelines with students to develop a safe learning environment, using engaging lessons to manage behavior, and addressing misbehaving students through mini-chats or restorative justice practices.
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This document discusses various collaborative activities and tools that can be used to build classroom community and encourage active learning. It recommends getting to know students' names, welcoming questions, and using group activities. Specific collaborative techniques described include think-pair-share, group projects, case-based learning, jigsaw activities, and checklist for creating collaborative activities. Web-based collaboration tools like Google Docs, Stixy and Popplet are also mentioned. The overall message is that collaborative learning allows students to take responsibility for learning together and has benefits for motivation, critical thinking, and knowledge development.
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The document discusses active learning techniques that engage students in higher-order thinking. It defines active learning as involving students in activities like discussion, problem-solving, and group work that get them interacting with lecture material rather than passively listening. Active learning is based on the assumptions that learning is active and different people learn differently. Examples of active techniques provided include think-pair-share, debates, and analyzing case studies. The document recommends breaking up lectures with these activities to maintain attention and encourage deeper learning.
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Presentation1
- 1. Presentation : STRATEGIES FOR CLASSROOM CREATIVITY AND CRITICAL THINKING
- 3. I. II. Provide a none-threatening Use collaborative groups free classroom environment.. of restricted discussion. III. IV. Encourage students to develop Provided open ended their own answers to higher questions, supported with order questions.(The teacher guided practice and positive does not know) encouragement. V. Provide activities that students can relate to and respect. Make it real life.
- 5. B. A. Use low order thinking Employ small collaborative questions to activate group activity. Do not allow knowledge with the intent of yes/no answers to questions. moving students to a higher order of thinking. D. C. Provide needed resources for Allow inter-group and intra- students to individually group open discussions to answer low level questions at find answers. the start of a classroom discussion. E. Provide a safe environment and positive reinforcement during group activities.
- 6. Hope this aid has provided you with information you can use to construct the environment in your classroom. WELCOME ABOARD!