PDF-[EPUB] - Teaching for Deeper Learning: Tools to Engage Students in Meaning Making

Far too often our students attain only a superficial level of knowledge that fails to prepare them for deeper challenges in school and beyond In Teaching for Deeper Learning renowned educators and bestselling authors Jay McTighe and Harvey F Silver propose a solution teaching students to make meaning for themselvesContending that the ability to earn understanding will equip students to thrive in school at work and in life the authors highlight seven higherorder thinking skills that facilitate students acquisition of information for greater retention retrieval and transfer These skills which cut across content areas and grade levels and are deeply embedded in current academic standards separate high achievers from their lowperforming peersDrawing on their deep well of research and experience the authors Explore what kind of content is worth having students make meaning about Provide practical tools and strategies to help teachers target each of the seven thinking skills in the classroom Explain how teachers can incorporate the thinking skills and tools into lesson and unit design Show how teachers can build students capacity to use the strategies independently If our goal is to prepare students to meet the rigorous demands of school college and career then we must foster their ability to respond to such challenges This comprehensive practical guide will enable teachers to engage students in the kind of learning that yields enduring understanding and valuable skills that they can use throughout their lives. Strategies . and Examples. Residency 1 Seminar . 2013-2014, 2014-2015. Linda Kay Davis, Ed.D, Presenter. Associate Professor. Department of Languages and Literature. Coordinator, Residency 1, College of Arts and letters, Austin Peay State University. Transformative learning through critically reflective . inquiry. Wednesday, June 26, 2013. Carolin. . Kreber. School of Education. University of Edinburgh. OUTLINE: 10 points. What is PTAS for?. 1. Inspires a particular professional practice: The 'scholarship of teaching and learning' . John Coumbe-Lilley PhD. Department of Kinesiology & Nutrition. Quick Bio. Director of UG Studies. 3 institutions. UIC for 4 years. Face-face/online. 200-599 level teaching. Line of research. Average 8+ hours of teaching. Northern Territory Standards of Professional Practice For Teaching. &. Australian Professional Standards For Teachers . IMPLEMENTATION - JANUARY 2013. Northern Territory Career Dimensions. GRADUATE. Innovation . Conference. University College Dublin. 31 October – 01 November 2013. Exploring the Cost & Benefits of . Online . Innovation. Diana Laurillard. London Knowledge Lab. Institute of Education. The social model of disability.... ‘...emphasises that disability is caused by the way society is organised, rather than by a person’s impairment or difference... . https://www.gov.uk/government/publications/inclusive-teaching-and-learning-in-higher-education. A1. Relevance. of subject/teaching methods. Competing priorities for students Extra-. curric. – family – mental health - jobs . etc. – extrinsic versus intrinsic motivation. Expectations gap between students and staff. Helen Timperley. Professor Education. Faculty of Education. The University of Auckland. FIVE DIMENSIONS OF EFFECTIVE LEADERSHIP. Derived from Quantitative Studies Linking Leadership with Student Outcomes . st. Century?. Luxembourg University. 4 December 2013 . Phil Race and Sally Brown. phil@phil-race.co.uk. . sally@sally-brown.net. What’s this session about?. Globally universities are becoming more student-centred, with teaching, learning, feedback and assessment foregrounded alongside research. Where students pay significant tuition fees to attend university, they unsurprisingly expect value for money and elsewhere a sustained focus on quality assurance requires similar attention to pedagogy. . Next Generation Science. . Three-Dimensional . Phenomena Driven Instruction. Introductions. Your name. Your role in your school/district. What do you hope to take away from this session?. Goals. Increase understanding of phenomena-focused three-dimensional teaching and learning . Tracey . Ingle . tracey.ingle@powhatan.k12.va.us. Michelle Martin. michelle.martin@powhatan.k12.va.us. Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, . st. Century?. Luxembourg University. 4 December 2013 . Phil Race and Sally Brown. phil@phil-race.co.uk. . sally@sally-brown.net. What’s this session about?. Globally universities are becoming more student-centred, with teaching, learning, feedback and assessment foregrounded alongside research. Where students pay significant tuition fees to attend university, they unsurprisingly expect value for money and elsewhere a sustained focus on quality assurance requires similar attention to pedagogy. . Director Learning and Teaching, Charles Darwin University. Professor Deborah West. Learning Analytics. ‘measurement, collection, analysis and reporting of data about learners and their contexts, for the purposes of understanding and optimising learning and the environments in which it occurs’ . By. Professor . Namir. Al-. Tawil. M.B.Ch.B. ., FICMS, FFPH. namiraltawil@yahoo.com. . Oct 17, 2016. Contents. Difference between teaching and learning.. Bloom’s cognitive taxonomy of learning.. Important principles of teaching..