Teaching for Effective Learning Domain 3 Part 2 South Australian Curriculum framework.

1. Teaching for effective learning 3.2 Foster deepunderstanding and skilful action

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3. Design activitiesthat lead students to grasp concepts and deepentheirunderstanding ‘ Chunk ‘ the work. Serve it in small, palatable, accessible pieces Can youincorporatevariousways of approaching the subjectmatter – text, visuals, play, thinkingactivities? Can youkeep the real life application of the knowledge in front of them and enticethem to considerthat? Can youfind a cool site or software whichwillfacilitatetheirlearning and thinking? sally07 3 nasa

4. Pose open questions with no right or wronganswers Evokestudents’ emotions Can they imagine, reflect? Can theyact and researchfrom a range of sources and perspectives? Have yousuggestedchallenges and possibilitiestheycouldtry? sally07 4

5. Encourage self-testing and self-appraisal Getthem to makeflashcards to test theirknowledge Use Google docs or Twiducate to elicit feedback Check along the way to see how they are going. Do they know wheretheirlearning gaps are? sally07 5

6. Teach explicit strategies for higherorderthinking Can theydefinewhatthey are doing and how they are going about it? Can theygiveexamples of whatthey are learning or easilylocate information? Do they know what questions to ask? Story boardinghelps plan complexassignments Providethemwithgeneric questions and watch how theyextendthem. sally07 6

7. Guide students in searching for patterns and relationships How doesthis relate to whatthey have previouslylearnt? How doesthisconnectwithothersubject areas? How isthisapplied in the real world? How cantheyreference the patterns sotheyrememberthem? sally07 7

8. Use preciselanguage Teachthem the vocabulary for specificsubject areas Teachthem the language constructions for certain types of activities Teachthem the differencebetweenformaland informallanguage Show them how to source good explanations and meanings sally07 8

9. How canyoumake the most of the technologytheycan use for learning? Can youthink of productive uses for web enabled mobile phones and otherpocketdevices? Are yourstudents cross platform or are theyonlycompetent on one OS and one piece of software? Are they able to use all sorts of software and applications competently? Do you let themsuggest good ways of doingthingstoo? sally07 9

10. Value student input Seekformal and informal feedback Offeropportunities for feedback whentheyreflect on whatthey are doing Allowthem to ask questions and offer productive suggestions Use sites likeTwiducate to createa safe online opportunity to canvas opinion. sally07 10

11. Set SMART goals S - specific, significant , stretching M - measurable, meaningful, motivational A - agreed upon, attainable, achievable, acceptable, action-oriented R - realistic, relevant, reasonable, rewarding, results-oriented T - time-based, timely, tangible, trackable sally07 11 ProjectSmart

12. Strengthen connections in the brain Practice Repeat Use video Pre and post test whereappropriate Use graphicorganisers Connectideas sally07 12

13. Encourage concept attainment Is it an insect or not? Whois in the group? Allowthem to see or determinewhat the attributes are. Makeit a little more complex and challenging Can theyapplytheirknowledge in a differentcontext? sally07 13

14. Guide and support learners to achieve a level of mastery What are all the perspectives? Doesthismakethemfeel or seedifferently? Can theyreproduce and use the information they have learntaccurately? Whatis the nextstepalong the way to knowledge and higherlevellearning? sally07 14

15. Practise the four ways of knowing How cantheydescribe or definethis? Whatexamplescanthey cite? How doesthis impact on them and their life? Can they express it as a picture, piece of music, story.. Propositional, Factual, Personal, Conceptual sally07 15

16. Workwithauthenticproblems and issues How isthislearningbeingcurrentlyused to solve world problems and issues? What discussions are going on in the planetwith regard to it? What applications doesthislearning have right now? Is this a new version of whatwepreviouslyused to do? Why? sally07 16

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