List of Resources and Teaching Strategies

Lesson 1: Sketch to Stretch: Visualisation Tool.

Visualising occurs throughout the learning process as students use all of their senses, along with their prior knowledge and experiences, to create images of what is happening in a text, problem or idea. Visualising is sometimes referred to as creating images or a movie in your mind. While images are typically mental, they may be visual, auditory, olfactory, kinaesthetic or emotional. Visualising is most effective when acquiring surface knowledge.

_________________________________________________________________________________

Lesson 1: Power Write: Writing Tool.

Students to write uninterrupted for 3 minutes. This should not be used for assessment, just to consolidate their thoughts and understandings from the lesson. The teacher is to emphasise that the only important thing is for students to get their thoughts on paper and not to put pressure on correct writing techniques.

________________________________________________________________________

Lesson 1: Double, double, double: Collaboration Tool.

1. Students are to pair up and discuss a topic for one minute. They may only talk about the topic given by the teacher and are not to make anything up. If they do not know anything about the topic, they should be standing listening to the other student or should be silent.

2. Each pair is to find another pair and make a group of four. They are to discuss the same topic for one minute with the same rules.

3. The groups of four need to find another group of four to become an eight. Students discuss the topic for two minutes on the topic.

4. Students to come back as a class. One student per group to talk for one minute about the topic while the teacher creates an anchor chart on the topic.

____________________________________________________________________________________

Lesson 2: Think Pair and Share

Think-pair-share is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. This strategy requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing with a partner maximises participation, focuses attention and engages students in comprehending the reading material.

Source: Brisbane Catholic Education (2018) Combined learning strategies: Strategies that maximise impact. Accessed from: https://kweb.bne.catholic.edu.au/LandT/LearningTeaching/Pedagogy/ModelofPedagogy/Documents/Combined%20Learning%20Strategies%20In%20Design%20placement.pdf

_________________________________________________________________________________

Lesson 2: Cluster Diagram

A Cluster Diagram allows learners to unpack ideas using who, where, when , what and why as stimulus towards idea generation. Graphic outlines help students to develop thinking skills and improve their comprehension of texts. Students are engaged in active meaning-making as they organise and construct their understandings. The graphic outline that is chosen for the task should be the most suitable for the thinking that is required. Graphic outlines are most effective when building surface knowledge.

Lesson 3 and 4: Gallery Walk

Engaging students in discussions allows them to construct meaning whilst simultaneously fostering social and communication skills. In classroom discussions, students are empowered to ask for clarification, share details, defend ideas, make connections and analyse concepts. Collaborative discussions, student led and student-centred conversations can be used with large classes and small groups across all learning areas where teachers want students to develop critical thinking and communication skills whilst learning. Classroom discussions are most effective when consolidating deep knowledge.

Elaboration and organisation helps students expand upon key ideas and concepts that are to be learned. The student expands the key ideas and concepts by relating and making connections to other information. Using elaboration and organisation techniques can be a powerful tool for students, as connecting information can support learning of new information. Elaboration and organisation is most effective when acquiring deep knowledge.

Engaging students in discussions allows them to construct meaning whilst simultaneously fostering social and communication skills. In classroom discussions, students are empowered to ask for clarification, share details, defend ideas, make connections and analyse concepts. Collaborative discussions, student led and student centred conversations can be used with large classes and small groups across all learning areas where teachers want students to develop critical thinking and communication skills whilst learning. Classroom discussions are most effective when consolidating deep knowledge.

Lesson 6 and 7: Fishbone Organiser

Graphic outlines help students to develop thinking skills and improve their comprehension of texts. Students are engaged in active meaning-making as they organise and construct their understandings. The graphic outline that is chosen for the task should be the most suitable for the thinking that is required. Graphic outlines are most effective when building surface knowledge.

Source: Brisbane Catholic Education (2018) Combined learning strategies: Strategies that maximise impact. Accessed from: https://kweb.bne.catholic.edu.au/LandT/LearningTeaching/Pedagogy/ModelofPedagogy/Documents/Combined%20Learning%20Strategies%20In%20Design%20placement.pdf

_________________________________________________________________________________

Lesson 8: Evaluate

Critical thinking is at the core of most intellectual activity that involves students learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems. Examples of critical thinking processes are interpreting, analysing, evaluating, explaining, sequencing, reasoning, comparing, questioning, inferring, hypothesising, appraising, testing and generalising. When these skills are consistently practiced, students develop the capacity to think complex thoughts which enables them to approach and solve problems confidently as they are presented in learning and real-life situations.

____________________________________________________________________________________

Lesson 8: Concept Spiral

Concept mapping is creating a graphical representation of the conceptual structure of content. Concept mapping makes links between old and new learning and are most effective when developed collaboratively. Generally they begin with a main idea or theme and are expanded through creative use of images, colour, and logic to show patterns and connections. Concept mapping is most effective when acquiring deep surface knowledge.

S0017681S - Shaun Morris - EDLA627: Assignment Part 3

Pages

List of Resources and Teaching Strategies

No comments:

Post a Comment