Developing 21st Century Critical Thinkers – Infographic

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Download an 11X17 version of the Developing 21st Century Critical Thinkers Infographic by Mentoring Minds.com.

 

Diane Goodman‘s insight:

A useful infographic that not only summarises the attributes of a critical thinker but more significantly, provides a 25 point list of actions teachers might invite students to do in learning activities – to stimulate and develop the ability to think critically and critically reflect on the ‘knowing and doing’ of learning (Schon 1983). A great poster for your office wall!

See on www.mentoringminds.com

“Pedagogy for active and deep learning”Kayo Matsushita (Kyoto University)

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Deepening Active Learning with Peer Instruction Kayo Matsushita (Kyoto University) “Pedagogy for active and deep learning”

Diane Goodman‘s insight:

Kayo Matsushita from Kyoto University explains how active learning strategies can focus too much on the activity itself and the coverage of content. In the video she demonstrates how active learning, when combined with the theory of deep learning and peer instruction activities shape ‘deep active learning’. She proposes that the peer instructional model can further emphasise deep active learning.

See on www.youtube.com

Constructive Alignment

See on Scoop.itLearning Outcomes and Constructive Alignment

Diane Goodman‘s insight:

In this link to an electronic document, Dr. Warren Houghton describes and provides a guide for achieving Constructive Alignment. It includes a constructively aligned assessment scheme (adapted from Biggs 2003), by way of explanation.

See on www.heacademy.ac.uk

Aligning Assessment with Outcomes | UNSW Teaching Gateway

See on Scoop.itLearning Outcomes and Constructive Alignment

Diane Goodman‘s insight:

The UNSW L&T @UNSW website has an excellent Assessment toolkit, a collection of resources that support the assumption that assessment needs to focus on supporting the achievement of intended learning outcomes.The toolkit leads teachers through the process of designing learning outcomes (stating what students are expected to demonstrate what they have learned), and an assessment plan (stating how they will demonstrate the learning).

See on teaching.unsw.edu.au

Teaching Understanding and Backwards Design

The Backwards Design theory by Grant Wiggins and Jay McTighe interests me and I will look more closely at their research, starting with:

What is Backward Design? From the ASCD book Understanding by Design by Grant Wiggins and Jay McTighe

and

The Principles of Backward Design by the Tasmanian Department of Education

In our course, we teach academics about the ‘constructive alignment’ of learning outcomes. This means that, for every learning module/unit, we align the learning outcomes with:

  • the teacher’s intention
  • the teaching and learning strategies
  • the resources used and developed in the unit
  • learning activities
  • the assessment task/s

John Biggs created the term constructive alignment and he explains the concept on his website: http://www.johnbiggs.com.au/academic/constructive-alignment/. Or you can watch a movie on YouTube that explains the theory: Teaching Teaching and Understanding Understanding