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Learning is all about thinking. In order for knowledge to be
acquired a certain level of thinking must take place. Those levels are also
called the taxonomy of learning. Taxonomy can be compared to a ladder; the
higher you go on the taxonomy the deeper the level of thinking taking place for
the individual. Perhaps the most well known learning taxonomy is that of
Benjamin Bloom. When you look at his taxonomy there are three domains involved:
thinking, doing (motor skills) and attitude of the individual. Any act of
learning then involves those three domains. Electrical assignment help
In K12 classes, lessons are the blueprint for learning
opportunities. In classrooms the work or activity taking place is based on a
lesson designed by the teacher. Hopefully, those lessons provide learning
opportunities during the course of class. And, this is the point where
effective teachers separate from ineffective teachers. An effective teacher
understands what is necessary to provide a learning opportunity. For example,
assigning a worksheet to complete, or assigning reading material from a book or
article is not a learning opportunity. Those are tasks or tools to reinforce
new material already covered, or to explore what a student knows or doesn't
know but in no way are they a learning opportunity. Assignment help usa
Defining A Learning Opportunity
Learning opportunities arise from individual performing
critical thinking. Critical thinking skills are not only essential to
performing well in school but also for survival. EE is built on the foundation
of critical thinking and every lesson has plenty of learning opportunities.
Characteristics of a learning environment where critical thinking is taking
place are: class work being driven by questions, teacher is acting as
facilitator (not sage - aka answer provider), students are working in small
groups, along with a tad more noise than a traditional classroom. Critical
thinking is more than class conducting a question/answer segment; it's present
in class activities and mostly - but not always - requires student
collaboration, along with the teacher's classroom management skills. Homework help usa
Let's take a moment to discuss this all necessary classroom
management skill. It's the fundamental style a teacher uses every day to be a
teacher. In a nutshell, it's the established process and procedures that make
the decorum of a classroom. Good classroom management prevents disruptive
students. My point is this, I have seen disruptive students get engaged in
learning when they were presented with challenging collaboration work and
managed with meaningful classroom management. In my teaching work, designing
the appropriate lesson keeps students busy learning, so when I had classes with
disruptive students I had to evaluate 1) my classroom management techniques and
2) my lesson design. Essay writing service los angeles
A well designed lesson has four essential criteria to
promote learning opportunities. It begins with a clear learning objective that
is posted for student viewing. There is at least one activity during class and
this is explained to students before work begins. It is based on a rubric which
is also reviewed with students. There are whatever resources required to
perform and complete the task(s) in the activity. During the course of the
class period the teacher is actively monitoring students and has plenty of
opportunities for informal assessments: asking students questions, reviewing
work, and so forth.
Student Collaboration
EE uses student collaborating and includes learning
opportunities with metacognition taking place. Metacoginition is the conscious
opportunity to reflect on your own thinking. As a teacher - in any content
area, metacognition is an invisible cloak that every student wears since it's
the thinking a person performs about the way that they think, feel, and act.
Metacognition is the structure that allows each of us to drill down and make
connections between what we know and what we don't know in order to gain new
understanding. Integrating metacognitive strategies in a lesson is easy and
will help students tie concepts together while naturally accomplishing critical
thinking - an essential life skill. Essay writer los angeles
If you were a student in class today...
- Would you rather fill out a work sheet or work in small
groups to solve math problems about the world you live in? For example, how
much paint is required to paint a this room?
- Is it more engaging to read a textbook or be assigned to teach
a section of the chapter to the rest of class?
- Will a student be more interested in memorizing a
classification scheme or designing and creating one with other students?
There are main five segments of student collaboration:
1. Asking questions: used to drive the efforts of learning
objective.
2. Collecting data: using discussion, labs, and other
activities to collect meaningful information.
3. Analysis: examining data, influences, and other factors.
Metacognition Lesson Strategy
In EE the collaborative lesson activity provokes critical
thinking that calls forth metacognitive opportunities. An effective teacher has
metacognition designed into lessons that then feeds student lifelong learner
skills. Metacognition is allotted time for a student where they can examine how
they think. A simple metacognitive approach is a guided reflection; where you
give students a verbal prompt and then allow time for them to respond. Here are
three simple elements for a metacognition lesson strategy:
Plan: before starting activity review these items with
students
- What is the purpose for ________?
- What do I already know about the ________?
- Will students grasp this deeper from a subjective or
objective view (or both)?
- Use a graphic organizer useful to compare/contrast ideas
or connect the main ideas?
Monitor: during lesson verbally remind students to consider
or prompt them to provide
- What examples can I use to make this work relevant to
student life outside of class?
- Context help: refer students to vocabulary words we have
studied - are studying.
- What clues are available to guide student comprehension?
- What do students already know in order to make inferences?
o How can students break down the assignment into segments and solve one part
at a time?
Assess: at activity completion have students perform summary
- Reflection: writing, discussion with peer and then class,
ticket out the door o Summarize: write one or two paragraphs
- Analyze: compare/contrast results of different student
groups and discuss reasons (thinking) for different outcomes
Planning note: replace the blank line with something
specific from your lesson; the more specific the better students are able to
grasp what they need to accomplish.
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