teaching for effective learning
DESCRIPTION
A look at how to develop the South Australian curriculum framework. If downloaded you can make use of all the hyperlinks in the presentation.TRANSCRIPT
![Page 1: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/1.jpg)
Teaching for Effective LearningHow to get students to learn
![Page 2: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/2.jpg)
Teaching for Effective Learning
![Page 3: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/3.jpg)
Teach students how to learn The teacher helps students develop
metacognitive understandings, language and skills
(Metacognition means you know how and when to use which strategies for learning and how to go about problem solving – you know how to learn)
![Page 4: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/4.jpg)
Foster deep understanding and skilful action The teacher helps students build
conceptual knowledge around big ideas and make rich connections to their application in a range of contexts
![Page 5: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/5.jpg)
Explore the construction of knowledge The teacher shows that knowledge is
open to question, serves particular purposes and explores differences respectfully
![Page 6: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/6.jpg)
Promote dialogue as a means of learning The teacher provides opportunities for
students to learn through interaction and conversation with others
![Page 7: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/7.jpg)
Learning models for 21st century learners the collaborator: for whom networks of knowledge,
skills and ideas are the source of learning the free agent: utilising flexible, continuous, open-
ended and life-long styles and systems of learning to the full
the wise analyser: able to gather, scrutinise and use evidence of effective activity and apply conclusions to new problems
the creative synthesiser: able to connect across themes and disciplines, cross-fertilise ideas, integrate disparate concepts and create new vision and practice.
Mike Lambert , School of Education, University of Wolverhampton UK
![Page 8: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/8.jpg)
Knows facts - procedures Learns knowledge efficiently Understands theory Understands concepts Grasps facts and figures Knows how to do something Knows how things work
![Page 9: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/9.jpg)
Knows why - connects Can apply the knowledge to different
situations Can apply the knowledge in other areas Can find other help to further develop
own knowledge Can develop a learning network Can explain knowledge to others Can participate in peer review
![Page 10: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/10.jpg)
Knows what – context Can put the knowledge to use in a
limited way Can manipulate the knowledge in a
more creative way Can demonstrate the reason for having
the knowledge Can use the knowledge to develop own
approaches and ideas Can easily use what has been learnt
![Page 11: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/11.jpg)
Knows how come - relevance Makes connections with other
information Makes connections and develops the
knowledge for a specific purpose Can recreate the knowledge in a
different way Can use the knowledge to communicate
with specific groups Can discuss the knowledge with others
![Page 12: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/12.jpg)
The brain is a wonderful thing
Go to InnerBody and find out to what extent and see how well a site can teach using technology.
![Page 13: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/13.jpg)
Brain based learning Teachers must immerse learners in complex, interactive
experiences that are both rich and real. One excellent example is immersing students in a foreign culture to teach them a second language. Educators must take advantage of the brain’s ability to parallel process.
Students must have a personally meaningful challenge. Such challenges stimulate a student’s mind to the desired state of alertness.
In order for a student to gain insight about a problem, there must be intensive analysis of the different ways to approach it, and about learning in general. This is what’s known as the “active processing of experience.”
Funderstanding – Renate Caine Making Connections
![Page 14: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/14.jpg)
BBL Techniques Orchestrated immersion–Creating
learning environments that fully immerse students in an educational experience
Relaxed alertness–Trying to eliminate fear in learners, while maintaining a highly challenging environment
Active processing–Allowing the learner to consolidate and internalize information by actively processing it
![Page 15: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/15.jpg)
Brain friendly teaching Feedback is best when it comes from a real
person, rather than from an authority figure. People learn best when solving realistic
problems. The big picture can’t be separated from the
details. Because every brain is different, educators
should allow learners to customize their own environments.
The best problem solvers are often those who laugh!
![Page 16: Teaching for Effective Learning](https://reader036.vdocuments.site/reader036/viewer/2022062319/554ffacab4c905bc138b4e90/html5/thumbnails/16.jpg)
Resources: ChronoZoom InnerBody LingoDingo Voki Gamequarium Visual New Aggregator Current World Disaster & Emergency M
ap Comic Life