Wendy culver teaching techniques to build critical thinking development in math
•Download as PPTX, PDF•
1 like•350 views
This document outlines a professional development session for teachers on building critical thinking skills into a mathematics curriculum. It discusses using student performance data and classroom observations that showed a lack of critical thinking skills. Teachers watched videos and engaged in discussions about how the current "didactic contract" prevents independent thinking. They explored teaching methods like using movement, building activities, and open-ended tasks to develop these skills in students. Next steps include observing a demonstration lesson, collecting data, and planning implementation.
Report
Share
Report
Share
Recommended
Pbl leadership 2
This document outlines an agenda for a faculty meeting focused on leading schools through high-quality, 21st century project-based learning (PBL). The goals of the meeting are to: 1) build understanding and appreciation of the elements of high-quality 21st century PBL; 2) provide tactics and strategies for PBL leadership; and 3) begin developing an action plan and collaborative cohort for this work. The agenda includes discussions of essential PBL elements, instructional leadership strategies, case studies, and setting goals to advance PBL leadership over the next few months. Recommended resources on PBL and contacts for follow up are also provided.
Developing expectations for peer learning
If student-centred active learning is about involving students as participants and contributors, how do you set or reset your students' expectations for their engagement as active and collaborative learners? In this session, we will brainstorm ways of developing peer engagement in active learning.
Question: How can we develop peer engagement in active learning?
Share System (M3, U4, A2: Project Based Learning)
This document describes a project-based learning activity for kindergarten students called ShareSystem. The goal of the activity is for students to collaboratively design and test systems for fairly sharing new toys amongst the entire class. The activity involves students brainstorming ideas, designing a sharing system, testing their system in real life, revising their system based on feedback, and presenting and reflecting on their work. Through this project, students practice collaboration, communication, and other 21st century skills while designing a system that addresses a real issue in their classroom.
5 Course Design Tips to Increase Engagement and Outcomes
Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
10/21/2015
How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.
Me ifundingdoc
The document discusses the issues of distraction, stress, and mental health problems among high school students. It proposes that mindfulness training can help by cultivating students' attention and ability to manage their thoughts and emotions. It describes a digital mindfulness course being developed to provide scalable training to high schools. The course would include video lessons and daily exercises to teach attention skills over 4 weeks. It is seeking funding to help create an exceptional course to potentially help millions of students.
Tech module 3
1) The document provides information about tornadoes, including a 101 video from National Geographic, facts from Active Wild for kids, and a diagram of what a tornado looks like.
2) It also includes a link to a Smart Exchange lesson on tornadoes and a Kahoot quiz to test learning.
3) The reflection discusses how Google Slides allows teachers to innovate by embedding videos and links to engage students and include formative assessments. It notes both benefits like collaboration but also limitations like customization compared to PowerPoint.
Quick Formative Assessment With MasteryConnect
The reasons that MasteryConnect is a great tool for gathering formative assessment data in the science classroom.
Board not bored nais
The document discusses ways to improve board meetings through the use of 21st century teaching techniques. It proposes using strategies like flipped classrooms, case studies, project-based learning, and collaborative learning protocols to better engage board members. Some specific suggestions include having board members work in teams to address challenges, analyze case studies, and provide feedback through discussions and video/film. The goal is to generate deeper thinking on critical issues and introduce board members to concepts like 21st century learning.
Recommended
Pbl leadership 2
This document outlines an agenda for a faculty meeting focused on leading schools through high-quality, 21st century project-based learning (PBL). The goals of the meeting are to: 1) build understanding and appreciation of the elements of high-quality 21st century PBL; 2) provide tactics and strategies for PBL leadership; and 3) begin developing an action plan and collaborative cohort for this work. The agenda includes discussions of essential PBL elements, instructional leadership strategies, case studies, and setting goals to advance PBL leadership over the next few months. Recommended resources on PBL and contacts for follow up are also provided.
Developing expectations for peer learning
If student-centred active learning is about involving students as participants and contributors, how do you set or reset your students' expectations for their engagement as active and collaborative learners? In this session, we will brainstorm ways of developing peer engagement in active learning.
Question: How can we develop peer engagement in active learning?
Share System (M3, U4, A2: Project Based Learning)
This document describes a project-based learning activity for kindergarten students called ShareSystem. The goal of the activity is for students to collaboratively design and test systems for fairly sharing new toys amongst the entire class. The activity involves students brainstorming ideas, designing a sharing system, testing their system in real life, revising their system based on feedback, and presenting and reflecting on their work. Through this project, students practice collaboration, communication, and other 21st century skills while designing a system that addresses a real issue in their classroom.
5 Course Design Tips to Increase Engagement and Outcomes
Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
10/21/2015
How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.
Me ifundingdoc
The document discusses the issues of distraction, stress, and mental health problems among high school students. It proposes that mindfulness training can help by cultivating students' attention and ability to manage their thoughts and emotions. It describes a digital mindfulness course being developed to provide scalable training to high schools. The course would include video lessons and daily exercises to teach attention skills over 4 weeks. It is seeking funding to help create an exceptional course to potentially help millions of students.
Tech module 3
1) The document provides information about tornadoes, including a 101 video from National Geographic, facts from Active Wild for kids, and a diagram of what a tornado looks like.
2) It also includes a link to a Smart Exchange lesson on tornadoes and a Kahoot quiz to test learning.
3) The reflection discusses how Google Slides allows teachers to innovate by embedding videos and links to engage students and include formative assessments. It notes both benefits like collaboration but also limitations like customization compared to PowerPoint.
Quick Formative Assessment With MasteryConnect
The reasons that MasteryConnect is a great tool for gathering formative assessment data in the science classroom.
Board not bored nais
The document discusses ways to improve board meetings through the use of 21st century teaching techniques. It proposes using strategies like flipped classrooms, case studies, project-based learning, and collaborative learning protocols to better engage board members. Some specific suggestions include having board members work in teams to address challenges, analyze case studies, and provide feedback through discussions and video/film. The goal is to generate deeper thinking on critical issues and introduce board members to concepts like 21st century learning.
Lesson planning
1. The document outlines Gagne's 9 events of instruction which provide a framework for planning effective learning sessions. The 9 events are: gain attention, inform learners of objectives, stimulate recall of prior learning, present the stimulus, provide learner guidance, elicit performance, provide feedback, assess performance, and enhance retention and transfer.
2. Different learning activities are listed with their associated retention rates, with practice by doing having the highest retention rate of 90%.
3. Reflective questions are provided to help teach students how to reflect on their learning.
001 stephanie marshall what uni v2
The document discusses how well professors know their students and ways to help students become independent learners. It suggests potential indicators like critical thinking, collaborative learning, and engagement with research. It also notes areas where greater partnerships are needed based on student surveys. Specifically, 36% of students felt their expectations weren't met because they didn't put in enough effort themselves. The document advocates for a shift of ownership where students take more responsibility for their own learning.
Smartpens: Capturing and Flipping Science Instruction
A short presentation about the power of flipped instruction in science classrooms, and the utility of Livescribe smartpens to facilitate this change.
developing assessment tasks
This document discusses the design and benefits of performance assessment tasks. It notes that performance tasks assess students' skills in three dimensions rather than just right/wrong answers. They pose authentic, real-world problems and allow for creative solutions. An example math task about water resources engages students in a compelling problem and uses math to understand an issue. Effective tasks give students choice, involve authentic work, and present work to a real audience outside of just the teacher.
Math Mindset Comes First: Closing the Achievement Gap
Students who are behind in math may suffer from “failure fatigue.” Symptoms may include feeling of nausea when math class approaches, “answer getting,” and feelings of frustration with no cure. To relieve the symptoms, we must first treat the cause – a fixed mindset where students believe that they are bad at math and will never get it. In this EdWeb webinar, Leland Kriegh explored the reasons why we need to focus on building a math mindset within each student before we focus on specific skills. He also shared five resources to help you develop your students’ math mindset and how you can foster this in the math classroom and outside-the-classroom programs. This webinar will benefit all K-12 math educators, especially those teaching in K-8; and administrators, including principals, assistant principals, superintendents, district administrators, and curriculum directors.
Challenge for all at ks5
This document provides an overview of a lesson plan focused on challenge and inclusion. It includes entry activities to interpret words related to comfort, belonging, and exclusion. Students consider how insiders and outsiders link to social and spatial inclusion. For home learning, students summarize an article on ethnic minority visits to UK national parks and complete activities from the textbook, with options for additional challenges. On review, students complete a diagram summarizing key concepts and write sentences for different types of places covered in the lesson.
M zdel castillo_rea
A simple, easy to use lesson plan centered around the use of a video. Includes access to electronic open-source materials. A great resource for any ESL instructors or English Teachers.
Using a Project Wall to Support Gold Standard Project Based Teaching | Blog |...
1) The document discusses using a project wall to support gold standard project based learning. It describes a teacher listening to students discuss a topic, and having a student ask a question that is then added to the project wall.
2) It explains that a project wall can be used to support the seven gold standard PBL teaching practices such as design and planning, aligning to standards, building culture, managing activities, scaffolding learning, assessing learning, and engaging and coaching students.
3) Specific examples are given of how each teaching practice can be supported by a project wall, such as displaying driving questions, standards, schedules, norms, and assessments. The importance of referring students to the wall and having them update it
Legoo mandarin intorduction part 5 key benefits for teachers and schools
in line with HSK, IB Chinese, SAT Chinese, GCSE Chinese, IGCSE Chinese, GCE Chinese,
A1 A2 Chinese.
PBL: Why, What and How
Project-based learning (PBL) engages students in solving real-world problems through extended inquiry. It develops deeper learning skills like critical thinking, collaboration, and communication. High-quality PBL includes complex, student-influenced questions; carefully designed products and tasks; and scaffolding as needed. Teachers can implement PBL by determining learning objectives, developing authentic projects around driving questions, and assessing student mastery of skills through multiple measures rather than just final products. PBL prepares students for the future by developing skills like self-directed learning that will be essential for their success.
DreamBox Demo Day Webinar
Whether you’re already familiar with DreamBox Learning or you’re just hearing about us for the first time, you see how DreamBox does math differently. DreamBox’s Kate Hodgins, Sr. Product Marketing Manager, moderates and Sara Varney, a former teacher and DreamBox champion, hosted this live demonstration of our product and overview of how DreamBox is the only adaptive math software that delivers research-based results for student success and educator empowerment.
Creating Sustained Systematic School Change
This powerpoint is based on Failure is Not an Option by Alan Blankstein, Chapter 3. This explains how to turnaround low performing schools that will be based on the next chapters in this book: Six principles that advance student improvement and success.
Day 4 training
The document outlines the schedule and tasks for the final day of a four day curriculum review week at Ridgewood Elementary School, which includes embedding English Language Arts standards into curriculum guides, finalizing the guides, and identifying exemplar lesson plans and assessments from previous professional development sessions. Teachers are asked to complete their work by the end of the day and are thanked for their hard work in reviewing and revising the school's curriculum over the course of the week.
Teaching Techniques In Mathematics
This document discusses different techniques for teaching mathematics, including oral work, written work, and assignment work. It explains that oral work involves solving problems mentally without writing and helps build a foundation for later written work. Both oral and written work are important, with the ultimate aim being proficiency in written work. Assignments allow students to study independently and supplement classroom teaching. The document provides guidelines for creating effective assignments and examples of how assignments and oral/written work can be used in teaching mathematics.
Method of teching in mathematics
The document provides information on different methods of teaching mathematics, including the inductive method, deductive method, analytic method, and synthetic method. It compares and contrasts these methods and discusses their merits and demerits. The key points are:
- The inductive method proceeds from particular to general and known to unknown, using examples to derive rules and formulas. The deductive method goes from general to particular and abstract to concrete, applying given rules.
- The analytic method breaks problems down from unknown to known through analysis, while the synthetic method combines known elements to derive the unknown.
- Each method has advantages like developing different skills, but also limitations in terms of time efficiency, complexity of topics covered, and
Methods of teaching mathematics
The document discusses different teaching methods for mathematics. It begins by defining the term "method" and explaining that a teaching method is the process of interpreting knowledge for students. It then describes several principles of learning that methods should follow, such as being simple, known, and concrete. The document contrasts child-centered methods, which are based on students' needs and interests, from teacher-centered methods where the teacher occupies the central role. Specific methods discussed for teaching mathematics include the lecture, demonstration, heuristic, and problem-solving methods. The heuristic method is explained as encouraging students to work like researchers to solve problems.
Methods and strategies of teaching by Jerrin Issac
This document discusses various teaching methods and strategies. It outlines four main methods of presenting subject matter: telling, doing, visual, and mental. It then defines teaching strategies as generalized plans for lessons that include structure, objectives, and evaluation tactics. Strategies are distinguished from methods in considering objectives over content presentation. Autocratic and democratic strategies are described as either teacher-centered or student-centered. Specific strategies like storytelling, lecture, demonstration, and discussion methods are then outlined, along with their advantages and suggestions.
General Methods And Techniques Of Teaching
The document discusses various general methods and techniques of teaching, including direct and experiential approaches. Direct approaches are more teacher-controlled and utilize expository strategies like direct teaching and deductive processes. Experiential approaches involve more student involvement through discovery strategies like inquiry teaching and inductive processes. Specific methods are also outlined, such as deductive teaching, expository methods, demonstration, inductive teaching, discovery learning, problem solving, and laboratory and reflective teaching.
Methods of teaching Mathematics
This document discusses teaching mathematics using the model method. It begins by explaining the origins of the model method in Singapore, where it was developed in the 1980s to help students with word problems. The model method uses bars or boxes to represent quantities in word problems visually. It then provides examples of how the model method can be used to solve problems involving part-whole, comparison, and change concepts. Several lessons are outlined that teach students how to apply the model method by drawing diagrams and solving sample problems step-by-step.
Different approaches and methods
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer Instruction
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
More Related Content
What's hot
Lesson planning
1. The document outlines Gagne's 9 events of instruction which provide a framework for planning effective learning sessions. The 9 events are: gain attention, inform learners of objectives, stimulate recall of prior learning, present the stimulus, provide learner guidance, elicit performance, provide feedback, assess performance, and enhance retention and transfer.
2. Different learning activities are listed with their associated retention rates, with practice by doing having the highest retention rate of 90%.
3. Reflective questions are provided to help teach students how to reflect on their learning.
001 stephanie marshall what uni v2
The document discusses how well professors know their students and ways to help students become independent learners. It suggests potential indicators like critical thinking, collaborative learning, and engagement with research. It also notes areas where greater partnerships are needed based on student surveys. Specifically, 36% of students felt their expectations weren't met because they didn't put in enough effort themselves. The document advocates for a shift of ownership where students take more responsibility for their own learning.
Smartpens: Capturing and Flipping Science Instruction
A short presentation about the power of flipped instruction in science classrooms, and the utility of Livescribe smartpens to facilitate this change.
developing assessment tasks
This document discusses the design and benefits of performance assessment tasks. It notes that performance tasks assess students' skills in three dimensions rather than just right/wrong answers. They pose authentic, real-world problems and allow for creative solutions. An example math task about water resources engages students in a compelling problem and uses math to understand an issue. Effective tasks give students choice, involve authentic work, and present work to a real audience outside of just the teacher.
Math Mindset Comes First: Closing the Achievement Gap
Students who are behind in math may suffer from “failure fatigue.” Symptoms may include feeling of nausea when math class approaches, “answer getting,” and feelings of frustration with no cure. To relieve the symptoms, we must first treat the cause – a fixed mindset where students believe that they are bad at math and will never get it. In this EdWeb webinar, Leland Kriegh explored the reasons why we need to focus on building a math mindset within each student before we focus on specific skills. He also shared five resources to help you develop your students’ math mindset and how you can foster this in the math classroom and outside-the-classroom programs. This webinar will benefit all K-12 math educators, especially those teaching in K-8; and administrators, including principals, assistant principals, superintendents, district administrators, and curriculum directors.
Challenge for all at ks5
This document provides an overview of a lesson plan focused on challenge and inclusion. It includes entry activities to interpret words related to comfort, belonging, and exclusion. Students consider how insiders and outsiders link to social and spatial inclusion. For home learning, students summarize an article on ethnic minority visits to UK national parks and complete activities from the textbook, with options for additional challenges. On review, students complete a diagram summarizing key concepts and write sentences for different types of places covered in the lesson.
M zdel castillo_rea
A simple, easy to use lesson plan centered around the use of a video. Includes access to electronic open-source materials. A great resource for any ESL instructors or English Teachers.
Using a Project Wall to Support Gold Standard Project Based Teaching | Blog |...
1) The document discusses using a project wall to support gold standard project based learning. It describes a teacher listening to students discuss a topic, and having a student ask a question that is then added to the project wall.
2) It explains that a project wall can be used to support the seven gold standard PBL teaching practices such as design and planning, aligning to standards, building culture, managing activities, scaffolding learning, assessing learning, and engaging and coaching students.
3) Specific examples are given of how each teaching practice can be supported by a project wall, such as displaying driving questions, standards, schedules, norms, and assessments. The importance of referring students to the wall and having them update it
Legoo mandarin intorduction part 5 key benefits for teachers and schools
in line with HSK, IB Chinese, SAT Chinese, GCSE Chinese, IGCSE Chinese, GCE Chinese,
A1 A2 Chinese.
PBL: Why, What and How
Project-based learning (PBL) engages students in solving real-world problems through extended inquiry. It develops deeper learning skills like critical thinking, collaboration, and communication. High-quality PBL includes complex, student-influenced questions; carefully designed products and tasks; and scaffolding as needed. Teachers can implement PBL by determining learning objectives, developing authentic projects around driving questions, and assessing student mastery of skills through multiple measures rather than just final products. PBL prepares students for the future by developing skills like self-directed learning that will be essential for their success.
DreamBox Demo Day Webinar
Whether you’re already familiar with DreamBox Learning or you’re just hearing about us for the first time, you see how DreamBox does math differently. DreamBox’s Kate Hodgins, Sr. Product Marketing Manager, moderates and Sara Varney, a former teacher and DreamBox champion, hosted this live demonstration of our product and overview of how DreamBox is the only adaptive math software that delivers research-based results for student success and educator empowerment.
Creating Sustained Systematic School Change
This powerpoint is based on Failure is Not an Option by Alan Blankstein, Chapter 3. This explains how to turnaround low performing schools that will be based on the next chapters in this book: Six principles that advance student improvement and success.
Day 4 training
The document outlines the schedule and tasks for the final day of a four day curriculum review week at Ridgewood Elementary School, which includes embedding English Language Arts standards into curriculum guides, finalizing the guides, and identifying exemplar lesson plans and assessments from previous professional development sessions. Teachers are asked to complete their work by the end of the day and are thanked for their hard work in reviewing and revising the school's curriculum over the course of the week.
What's hot (13)
Smartpens: Capturing and Flipping Science Instruction
Smartpens: Capturing and Flipping Science Instruction
Math Mindset Comes First: Closing the Achievement Gap
Math Mindset Comes First: Closing the Achievement Gap
Using a Project Wall to Support Gold Standard Project Based Teaching | Blog |...
Using a Project Wall to Support Gold Standard Project Based Teaching | Blog |...
Legoo mandarin intorduction part 5 key benefits for teachers and schools
Legoo mandarin intorduction part 5 key benefits for teachers and schools
Viewers also liked
Teaching Techniques In Mathematics
This document discusses different techniques for teaching mathematics, including oral work, written work, and assignment work. It explains that oral work involves solving problems mentally without writing and helps build a foundation for later written work. Both oral and written work are important, with the ultimate aim being proficiency in written work. Assignments allow students to study independently and supplement classroom teaching. The document provides guidelines for creating effective assignments and examples of how assignments and oral/written work can be used in teaching mathematics.
Method of teching in mathematics
The document provides information on different methods of teaching mathematics, including the inductive method, deductive method, analytic method, and synthetic method. It compares and contrasts these methods and discusses their merits and demerits. The key points are:
- The inductive method proceeds from particular to general and known to unknown, using examples to derive rules and formulas. The deductive method goes from general to particular and abstract to concrete, applying given rules.
- The analytic method breaks problems down from unknown to known through analysis, while the synthetic method combines known elements to derive the unknown.
- Each method has advantages like developing different skills, but also limitations in terms of time efficiency, complexity of topics covered, and
Methods of teaching mathematics
The document discusses different teaching methods for mathematics. It begins by defining the term "method" and explaining that a teaching method is the process of interpreting knowledge for students. It then describes several principles of learning that methods should follow, such as being simple, known, and concrete. The document contrasts child-centered methods, which are based on students' needs and interests, from teacher-centered methods where the teacher occupies the central role. Specific methods discussed for teaching mathematics include the lecture, demonstration, heuristic, and problem-solving methods. The heuristic method is explained as encouraging students to work like researchers to solve problems.
Methods and strategies of teaching by Jerrin Issac
This document discusses various teaching methods and strategies. It outlines four main methods of presenting subject matter: telling, doing, visual, and mental. It then defines teaching strategies as generalized plans for lessons that include structure, objectives, and evaluation tactics. Strategies are distinguished from methods in considering objectives over content presentation. Autocratic and democratic strategies are described as either teacher-centered or student-centered. Specific strategies like storytelling, lecture, demonstration, and discussion methods are then outlined, along with their advantages and suggestions.
General Methods And Techniques Of Teaching
The document discusses various general methods and techniques of teaching, including direct and experiential approaches. Direct approaches are more teacher-controlled and utilize expository strategies like direct teaching and deductive processes. Experiential approaches involve more student involvement through discovery strategies like inquiry teaching and inductive processes. Specific methods are also outlined, such as deductive teaching, expository methods, demonstration, inductive teaching, discovery learning, problem solving, and laboratory and reflective teaching.
Methods of teaching Mathematics
This document discusses teaching mathematics using the model method. It begins by explaining the origins of the model method in Singapore, where it was developed in the 1980s to help students with word problems. The model method uses bars or boxes to represent quantities in word problems visually. It then provides examples of how the model method can be used to solve problems involving part-whole, comparison, and change concepts. Several lessons are outlined that teach students how to apply the model method by drawing diagrams and solving sample problems step-by-step.
Different approaches and methods
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
Viewers also liked (8)
Methods and strategies of teaching by Jerrin Issac
Methods and strategies of teaching by Jerrin Issac
Principles of Teaching:Different Methods and Approaches
Principles of Teaching:Different Methods and Approaches
Similar to Wendy culver teaching techniques to build critical thinking development in math
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer Instruction
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
Southern Fried STEAM: Innovative Learning Project, Not a Stir Fry
An introduction to the Innovative Learning Project on Biodiversity and Habitats for student exploration in elementary, middle, and high school. This approach encourages problem-based learning, real world application, college and career connections, blended and flipped classrooms all while supporting the Next Gen Science Standards!
The Open Syllabus: A Practical Guide to Open Pedagogy in Your Course
This document discusses open pedagogy and how to make a course syllabus more open and collaborative. It encourages incorporating open educational resources (OER) to reduce costs for students and make the course more dynamic. It provides ideas for rethinking learning outcomes to better involve students, collaboratively designing course schedules and assignments, using open assignments like blogs and wikis, and exploring more open grading practices like peer assessment. The overall message is that an open syllabus treats education as a learner-developed process and moves beyond traditional notions of courses having closed content, clear beginnings and endings, and the instructor solely controlling the learning experience.
Assessment.simple explanation
This document discusses different types of assessment and strategies to promote effective assessment. It describes three main types of assessment: assessment for learning, which informs teaching; assessment as learning, which involves student self-assessment; and assessment of learning, which evaluates student learning. Several strategies are outlined, including setting clear learning intentions, establishing assessment criteria, using questions to check understanding, providing descriptive feedback, and involving students in peer and self-assessment. The goal is to use assessment to actively engage students in learning and help teachers improve their instruction.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Tony Wagner NAIS presentation
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like interdisciplinary teaching, project-based learning, internships and digital portfolios to better prepare students for careers, college and citizenship. Resources are provided for further information.
Tony Wagner NAIS presentation
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like project-based learning, digital portfolios and internships to better prepare students for future careers and citizenship. Resources are provided for further information.
How'd your class go?
This document discusses using blogs, wikis, and other Web 2.0 tools for formative assessment in educational settings. It describes different types of assessments including formative, summative, and confirmative and provides examples of assessments that can be adapted to blogs, wikis, and surveys. These include minute papers, 3-2-1 summaries, muddy waters reflections, and learning logs. It also provides examples of free online tools that can be used for blogging, wikis, and surveys and screenshots of using these tools for assessments in Blackboard.
Keynote1.poese17
AFFACT's keynote speaker, Deb Poese spoke on "The brain that does the work" to community college faculty in Maryland.
Reinvting Project-Based Learning 7 15 08
This document discusses reinventing project-based learning and designing real-world projects for digital-age learners. It notes that professional learning for educators is changing and now emphasizes just-in-time, personalized learning through various emerging online channels. It outlines criteria for determining what content is worth teaching, including utility, social responsibility, intrinsic knowledge value, and childhood enrichment. The document provides steps for outlining projects that incorporate important concepts and engage students in analysis, evaluation and creation through authentic real-world contexts.
Key Competencies
1. The document outlines key competencies and essential questions for developing skills in students, including thinking, using language and texts, managing self, relating to others, and participating and contributing.
2. It provides strategies for teachers to focus on the key competencies in their everyday teaching, such as coding lessons according to the competencies and incorporating relevant teaching strategies.
3. The document emphasizes developing students' thinking skills and digital literacies to prepare them for the 21st century, and encourages teachers to enhance their own professional learning and dialogue.
21st Century Classroom
The document discusses the need to upgrade K-12 curriculum for the 21st century. It emphasizes developing skills like critical thinking, problem solving, communication and collaboration over simple memorization of facts. Technology should enhance learning by allowing students to blog, create multimedia projects and connect globally, but not replace quality teaching. The curriculum needs to include timely topics, multiple perspectives and real-world applications of knowledge. Project-based learning and promoting lifelong learning skills are recommended over passive learning. Professional development also needs modernizing with strategies like online courses, coaching and personal learning networks.
What makes a successful online learner?
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
Making online discussions fun and engaging
Professional Development for College of Online Education at Johnson & Wales University on October 20, 2016
D Quadrant Learning Tie 09
This document discusses strategies for adapting instruction to engage modern students and prepare them for an increasingly globalized world. It introduces the D-Quadrant framework for lesson planning, which focuses on rigor, relevance, and relationships. Examples are provided of questioning techniques, open-ended essential questions, and web tools that can be used to make learning more active, authentic, and collaborative. Teachers are encouraged to "bump up" existing lessons using these strategies in order to move students from lower-level knowledge and comprehension to higher-order application and adaptation of learning.
Biodiversity: Southern Fried STEAM... Innovative Learning Project, not a Stir...
Real-world projects provide an opportunity to students to explore a variety of different subjects, and most importantly, they prepare students for real world problem solving. In this presentation, we explore this idea using the concept of Biodiversity.
Infusing Creativity and Choice in Lessons.pptx
This document summarizes a staff development presentation on infusing creativity, choice, and student voice into curriculum and assessment. The presentation discusses research from experts on fostering creativity in the classroom, examples of lessons that allow student choice, and alternative assessment strategies. It encourages teachers to work in professional learning communities to modify existing lessons and assessments based on the research in order to increase student motivation and engagement.
Designing a Flipped Classroom
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
Research Webinar: OERS and Cognitive Science
This webinar provides practical information on how to use published research findings and make contact with cognitive scientists in order to improve K-12 and university students’ learning from digital online resources, like Khan Academy videos or interactive mathematics exercises. The webinar focuses on how students’ motivation and grades have been increased by helping them believe they can take charge of their learning and become smarter, and how students can be supported in reflective thinking and seeking deep understanding, when questions and prompts for students to explain are inserted in videos and interactive exercises
Nais2 10presentation 100301185336 Phpapp02[1]
The document discusses the gap between the skills students are being taught in schools versus the skills needed for careers, college, and citizenship in the 21st century. It identifies seven key survival skills and proposes moving from an education focused on academic content mastery to one focused on competency in critical thinking, problem solving, collaboration and other skills. It provides examples of steps schools can take to assess and improve instruction in these skills.
Similar to Wendy culver teaching techniques to build critical thinking development in math (20)
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer Instruction
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer Instruction
Southern Fried STEAM: Innovative Learning Project, Not a Stir Fry
Southern Fried STEAM: Innovative Learning Project, Not a Stir Fry
The Open Syllabus: A Practical Guide to Open Pedagogy in Your Course
The Open Syllabus: A Practical Guide to Open Pedagogy in Your Course
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2
Biodiversity: Southern Fried STEAM... Innovative Learning Project, not a Stir...
Biodiversity: Southern Fried STEAM... Innovative Learning Project, not a Stir...
Recently uploaded
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Recently uploaded (20)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Wendy culver teaching techniques to build critical thinking development in math
- 1. Teaching Techniques to Build Critical Thinking Development Into a Mathematics Curriculum By Wendy Culver Grand Canyon University UNV-588 Curriculum and Instruction Capstone Dr. Darrell Rice, Instructor October 26, 2016
- 2. Icebreaker 1. Think about what these descriptions mean to you. 2. Group discussion: What are the positive and negative qualities of each type?
- 3. What has led to our decision to investigate improving critical thinking in mathematics? School Performance Data: The School Accountability Report Card for last year shows that only 20% of third graders achieved proficient or advanced on the CAASPP. http://www.lusd.org/Page/6179 Classroom Observations: As a team, we have observed our current students struggling to retain, master, and demonstrate independence with mathematics concepts.
- 4. Essential Question #1: Why do our students struggle with critical, independent thinking? O https://www.youtube.com/watch?v=6GZ6 GGlfIog Discussion: Have we seen this to be true in our classrooms? Do we want to get out of this “contract” with our students?
- 5. Do you see the “didactic contract” prescribed in the textbook?
- 6. Do these cues make independent thinking more or less possible for students?
- 7. Essential Question #2: What teaching methods help our students become independent, critical thinkers? Share a video Incorporate Movement Give students the opportunity to build something Establish a “math congress” Create a Shared Experience https://www.youtube.com/watch?v=ggTl6Uy8PSU
- 8. Essential Question #2: What teaching methods help our students become independent, critical thinkers? O https://www.youtube.com/watch?v=7QYR CY-44Kw Discussion: What roadblocks do we encounter to providing our students with open tasks?
- 9. What problem on this page could be turned into an open task? Page 162
- 10. Essential Question: What teaching methods help our students become independent, critical thinkers? O https://www.youtube.com/watch?v=NWUF jb8w9Ps Discussion: Is it possible to teach more by providing less support to students?
- 11. Where should our lessons begin?
- 12. Is there a way to slim down this question so that students have to do more critical thinking?
- 13. Essential Question: What professional development can support teachers in addressing a major change in instructional practice? O https://www.youtube.com/watch?v=MDVH 0u4tUWo Discussion: What steps have we addressed? What steps are we agreeing to undertake?
- 15. Next Steps 1. Review the “Research in Action Observation Report” and determine whether you have any questions about tomorrow’s activity. 2. Collect observation data during the demonstration and note questions for further discussion. 3. Be prepared to debrief the observation and make collaborative decisions regarding our collective implementation plans.
- 16. Evaluating Your Experience Please visit the following site to share your rating of today’s professional development session: https://www.surveymonkey.com/r/BN3N5PR