WEEK 1 (or after Ch 1 of Reynolds is read)
In the conclusion of Chapter 1, Ruth Reynolds states "The criteria for knowledge and understandings should include ideas that can contribute to future citizens who need to operate in a very different world than our own". This provides a springboard for a discussion - in what ways will the world be very different? how do we know this? what sorts of ideas could Reynolds be alluding to? etc etc
IN WEEKS WHEN THE ASSIGNMENT WRITING STARTS
About writing narratives.
What makes an effective critical analysis?
Structuring an assignment.
Demonstrating informed analysis.
Higher order thinking.
APA Referencing
Explaining the assessment criteria; understanding that assignments are marked against assessment criteria
Talk about ways of implementing recommended ways of teaching S and E
ie. making learning personal for students and linked to their experiences/daily life
when teaching geography, for instance mapping, what are ways that we can actually implement the recommended ways of teaching (using our knowledge of the way children learn... children construct their own knowledge from prior experience (Piaget); drawing in the curriculum framework.... (ie. Shape of the National Curriculum History - children bring their prior experiences with them, begin with their own world ie their town/city)
So let's talk about how a unit of inquiry - mapping for instance - can be delivered in ways that achieve curriculum outcomes and at the same time draw into the deep body of learning theories about ways in which children learn.
In the conclusion of Chapter 1, Ruth Reynolds states "The criteria for knowledge and understandings should include ideas that can contribute to future citizens who need to operate in a very different world than our own". This provides a springboard for a discussion - in what ways will the world be very different? how do we know this? what sorts of ideas could Reynolds be alluding to? etc etc
IN WEEKS WHEN THE ASSIGNMENT WRITING STARTS
About writing narratives.
What makes an effective critical analysis?
Structuring an assignment.
Demonstrating informed analysis.
Higher order thinking.
APA Referencing
Explaining the assessment criteria; understanding that assignments are marked against assessment criteria
Talk about ways of implementing recommended ways of teaching S and E
ie. making learning personal for students and linked to their experiences/daily life
when teaching geography, for instance mapping, what are ways that we can actually implement the recommended ways of teaching (using our knowledge of the way children learn... children construct their own knowledge from prior experience (Piaget); drawing in the curriculum framework.... (ie. Shape of the National Curriculum History - children bring their prior experiences with them, begin with their own world ie their town/city)
So let's talk about how a unit of inquiry - mapping for instance - can be delivered in ways that achieve curriculum outcomes and at the same time draw into the deep body of learning theories about ways in which children learn.
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