A Diagram Of 21st Century Pedagogy - A Diagram Of 21st Century Pedagogy by TeachThought Staff The modern learner has to sift through a lot of information. That means higher level thinking skills like analysis and evaluation are necessary just to reduce all the noise and establish the credibility of information. There is also the matter of utility. Evaluating information depends as much on context and circumstance as it does the nature of the data itself.
The essay full of fluff may distill quite nicely down to a 140 character tweet. Context matters, and the diagram from edorigami below captures this, though not from the perspective of the student and content knowledge, but the teacher and various pedagogical components themselves, including Higher-Order Thinking Skills, Peer Collaboration, and Media Fluency. (See also our framework on the 6 channels of 21st century Learning.)
Expanding Your Toolbox Workshop: Expanding Your Toolbox Workshop: How to Teach an Inductive Learning Lesson. Sure, you’ve heard that we shouldn’t just spoon-feed information to our students, but what exactly should we be doing instead? One possibility is inductive learning. Inductive learning takes the traditional sequence of a lesson and reverses things. Instead of saying, “Here is the knowledge; now go practice it,” inductive learning says, “Here are some objects, some data, some artifacts, some experiences…what knowledge can we gain from them?” A number of instructional approaches, including discovery learning, inquiry-based learning, and problem-based learning, could be considered inductive, and all of them are well-supported by research.
If you’re just getting started with inductive learning, take a look at the video below, where we break down a very simple inductive strategy, one that takes less time and requires less planning than something like a PBL unit. Dig it: [Want to make videos like this? This strategy comes from a book I can’t seem to get enough of: The Strategic Teacher. ASCD Learn Teach Lead Radio.
The Marzano Compendium of Instructional Strategies. Why Teachers Need To Know The Wrong Answers : NPR Ed. Think about our planet for a second. Earth has an elliptical — oval-shaped —orbit. That means we're closer to the sun for one part of the year and farther away another part of the year. Does that fact explain why it's hotter in the summer and colder in the winter?
Lots of kids think it does. Lots of adults think so too. Philip Sadler is both a professor of astronomy and the director of the Science Education department at Harvard University, and he's obsessed with wrong answers like these. "Students are not empty vessels," he says. But we go about it more like the early Greek philosophers than modern scientists: reasoning from our limited experience. Sadler says that cognitive science tells us that if you don't understand the flaws in students' reasoning, you're not going to be able to dislodge their misconceptions and replace them with the correct concepts. "It's very expensive in terms of mental effort to change the ideas that you come up with yourself," Sadler says. For example: 2.