Ch. 3 StudyCast

1. Ch. 3 StudyCast SarahBeth Walker

2. NETS-T Standard 1 • Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.”

3. Creative thinkers rely on: • Their knowledge of the content domain • Heuristic knowledge or “tricks of the trade” • Learning strategies • Metacognitive strategies

4. Types of Creative Thinking • Divergent Thinking: starts from a common point and moves outward to a variety of perspectives. • Innovation: aims to produce something original and of value by generating and developing ideas, hypothesizing, imagining possibilities, and seeking new solutions. • Convergent Thinking: attempts to bring together thoughts from different perspectives in order to achieve a common understanding or conclusion. • Critical Thinking: (analytical thinking) determines the validity or value of something. Involves precise, persistent, objective analysis. • Reasoning • Inductive thinking: moves from parts to the whole, from examples to generalizations. • Deductive thinking: moves from the whole to its parts, from generalizations to underlying concepts to examples.

5. Authentic Instruction • The use of real-world issues and problems to facilitate and inspire learning.

6. Characteristics of Authentic Instruction • Learner Autonomy • Active Learning • Holistic Activities • Complex Activities • Challenging Activities

7. Learner Autonomy • Students are able to pursue topics and questions that are interesting and relevant to them. • Students learn how to: • Ask important questions • Design and conduct investigations • Collect, analyze, and interpret data • Apply what they have learned to new problems or situations. • Self-Directed Learning: any increase in knowledge, skills, accomplishment, or personal development that an individual selects and brings about by his/her own efforts using any method. • Scaffolds: external supports for learning or solving problems.

8. Active Learning • Mentally active, searching for and manipulating information, synthesizing data, and making interpretations. • Reflection: the learner’s ability to think over the process of learning and to describe what he/she has done and needs to do to achieve meaningful learning. • Articulation: the ability to describe what you have done and explain what resulted and why, as part of meaningful learning. • Transfer: ability to use knowledge or skills in new situations.

9. Holistic Activities • We gain important skills when we learn them within the context of meaningful activities. • Real Contexts: learning activities that allow students to solve active, complex problems.

10. Complex Activities • Real-world tasks or problem-based learning environment. • Authentic Intellectual Work – 3 characteristics: • Construction of Knowledge • Disciplined inquiry • Value beyond school

11. Challenging Activities • Activities we’re motivated to figure out. • Lexiles: a scale that matches the difficulty of reading material to student ability.

12. 2 strategies to manage authentic instruction: • Use of collaborative work groups • Use of technology-based scaffolds.

13. Directed Instruction • A variety of instructional methods that introduce a topic, present the content to be learned, and offer practice to ensure mastery of content. • Characteristics: • Materials & curricula broken down into small steps and arranged in what is assumed to be prerequisite order. • Objectives stated clearly in terms of learner outcomes or performances. • Learners provided with opportunities to connect their new knowledge with what they already know. • Learners are given practice with each step or combination of steps. • Learners experience additional opportuniteis to practice that promote increasing responsibility and independence. • Feedback is provided after each practice opportunity or set of practice opportunities.