# data[].attributes.body
Teachers teach students specific class topics that arise from the design of a curriculum, in addition to taking into account their prior knowledge that allows students to contextualize each class by demonstrating their learning.

Activation is a way to initiate the construction of new knowledge that is accumulated progressively, applying different strategies to recover students' learning before introducing a new one.

# data[].attributes.body
This interesting article is about the importance to establish connections in the teaching - learning process. When students are aware of the application and utility of what they are learning, it is easier to enhance the motivation in class

# data[].attributes.attachment_link.readable_text
Think about what happens when you yourself learn something successfully. Almost instantly, there is connection and relevance to you. You make a valuable association with a need that must be filled or a goal to be achieved. Ultimately, it dawns on you that the knowledge you want to learn will benefit you in some way. This makes sense, since one of the main reasons we seek to learn is for personal development and benefit.

As a teacher, however, you've taken on an added responsibility. Simply put, it is to help others benefit from learning, namely those who'll continue to develop our society. When we are long gone, the quality of learning connections we give our students will influence their decisions for years to come.

It's absolutely impossible for our students to learn without experiencing connections to the concepts we teach them. We can achieve this through providing both context and relevance. Without connection there is no interest, and interest always precedes meaningful and authentic learning. So it's essential that we are making strong learning connections to help them develop the thinking habits they need to succeed.

In our book Mindful Assessment, we showed you an assessment framework for the Essential Fluencies. If you were sharp (and let's face it, you are), you noticed awareness and connection were now at the bottom of Bloom's Taxonomy. The reasoning behind this was to show how making strong learning connections is the start of any learning journey. It happens with these two factors:

Awareness - This is absolutely essential to learning anything. We can't conceive of or recall anything we aren't even aware of. It sounds obvious, but we don't always consider how crucial this is to learning. Awareness and conscious knowledge of the existence of something gives it meaning and substance.

Connection - Without connection, learning can't occur because it's difficult to learn something that doesn't connect to our interests and needs. Connection paves the way for critical thinking, and having a stake in learning concepts that carry both context and relevance.

The line separating teaching from learning is between connection and remembering, and it's where learning actually begins. This is whytaking advantage of making strong learning connections early on matters so much in our teaching. We use them to provide access to new knowledge and skills, and can then leave the learning to the learners.

After awareness, connection determines which of Bloom's taxonomic levels the learning can reach. For example, if learners have a low level of connection, they are basically practicing passive compliance. It's like being engaged just enough to pass the course and nothing more, and this kind of learning presents little or no value to the learner.

A low-level connection generates learning that stays at the lower end of Bloom's Taxonomy. At best, students would be remembering, understanding, and maybe applying the knowledge. Beyond that, soon after the content is learned it will likely be discarded and forgotten.

However, when we achieve a high level of connection through tasks that promote responsibility and ownership, the outcome is different. In making strong learning connections with activities that foster relevant skills with applicable value, we create higher-level thinking. It's this relevance factor that leads to high degrees of learning ownership.

When learners own their learning, they own it for life and they will use it again and again. Therefore, by focusing on making strong learning connections first, we've provided learning of great value to our students.

The process of making strong learning connections can happen in so many different ways. One place to look for inspiration is our list of success stories featuring teachers from all over the world who helped their own students shine. Another way is to consider some of the suggestions below.

Saving the Day: Pick topics for learners to share in groups. Have them investigate the history of one global issue that we struggle with, and pinpoint why it's a problem that remains unsolved. Next, have them generate one starting point for beginning transformational change.

Looking Locally: Find clear links between the lessons you design and things that are transpiring in your local community, and even get them actively involved with community individuals.

Seek Their Help: Get your learners' input on your next lesson design. Work with them to agree on projects, assessment criteria, timeline, milestones, ongoing assessment activities, and more.

In the Field: Have students help organize your next filed trip, and assign groups to perform separate learning quests or lesson-related scavenger hunts.

Get Messy: Allow students to build something physical, be they models or dioramas or actual working machines that serve a unique purpose or solve a specific problem. Use whatever levels of tech you have on hand.

Try Makerspaces: Work with students and administrators to build and equip a makerspace in or outside the school.

Talking Tech: Use Twitter for quick quizzes and polls, Facebook for group project management, or LinkedIn to connect with industry professionals in the students' chosen field of interest.

# data[].attributes.attachment_link.title
This is Why Making Strong Learning Connections Matters in Teaching

# data[].attributes.attachment_link.description
Think about what happens when you yourself learn something successfully. Almost instantly, there is connection and relevance to you. You make a valuable association with a need that must be filled or a goal to be achieved. Ultimately, it dawns on you that the knowledge you want to learn will benefit you in some way.

# data[].attributes.body
The connection phase is where all the contents are integrated, it means they are linked to each other. It occurs when students connect their knowledge to real - life experiences when they have the opportunity.

# data[].attributes.body
This phase is related to the importance of prior knowledge. To get a better comprehension of the contents, a teacher has to establish a connection with the new information.

# data[].attributes.body
This video presents how a teacher introduces the topic of amphibians to the class. This strategy allows her to identify the knowledge each student has towards the topic.

# data[].attributes.body
PORTFOLIO VALUATION: is evaluated based on a collection of your work gathered over an extended period
REFLECTIVE PRACTICE: The idea that teachers, individually and collectively, need to constantly reevaluate their performance to assess whether they are achieving their goal.

# data[].attributes.body
EVALUATION: Assessments are used to evaluate student performance, teacher effectiveness, and the success of curricula and programs.
STANDARDS: Acquisition of formal content and skills development objectives for student achievement
STANDARDIZED ASSESSMENT: The results of these tests accurately and objectively measure a student's overall level of performance Multiple-choice tests, measure limited areas of competence.

# data[].attributes.body
planning:

- Make decisions about the most effective ways to organize classrooms and learning activities
- Discover the intermediate steps necessary to achieve long-term goals.
- Use the lesson layout they feel most comfortable with, as long as their lessons are effective.
- Research information for your lesson.
- Define main ideas that students should consider during a lesson.

# data[].attributes.body
PERFORMANCE EVALUATION: Attempts to directly measure a student's ability to think critically, write clearly, express ideas orally, and work cooperatively.
AUTHENTIC ASSESSMENT: minimizes the use of tests and encourages direct assessment during learning activities and through evaluation of student work

# data[].attributes.body
Facilitates teaching, and activities to be carried out, helps to apply the objectives of the class.
According to (singer, 2003) there are ways to develop lesson

# data[].attributes.body
Tests direct the classroom curriculum and measure student knowledge, in general multiple-choice tests are the most cost-effective objective measures of student achievement.

# data[].attributes.attachment_link.authors[].name
Duke Learning Innovation & Lifetime Education

# data[].attributes.headline
What are the phases of the Teaching Process?

# data[].attributes.subject
What are the phases of the Teaching Process?

# data[].attributes.body
It is a process that involves activation, exploration, review and evaluation.
The teaching process means engaging students, evaluating their curriculum and evaluating their progress, and being aware of your own learning process during your learning following these steps are really necessary to have a good connection between teachers and students.

# data[].attributes.headline
"A teacher can create an environment of trust and mutual respect by relying on student feedback. Through this process, students are more involved in their learning, and can take responsibility for their learning by gaining confidence" ("Teaching Process" 2007)

# data[].attributes.subject
"A teacher can create an environment of trust and mutual respect by relying on student feedback. Through this process, students are more involved in their learning, and can take responsibility for their learning by gaining confidence" ("Teaching Process" 2007)

# data[].attributes.body
Ricardo S. Morse & John B. Stephens. ( 18 Apr 2018).Teaching Collaborative Governance: Phases, Competencies, and Case-Based Learning https://www.tandfonline.com/doi/abs/10.1080/15236803.2012.12001700
https://doi.org/10.1080/15236803.2012.12001700

# data[].attributes.attachment_link.readable_text
Collaborative governance is becoming a primary motif in public administration research and practice. There is widespread recognition of the need to develop leaders for collaborative governance, yet clear guidelines or standard operating procedures are elusive. However, while the literature is varied, a broad model of collaboration phases is distinguishable and core competencies are emerging. This article outlines a four-phase model of collaborative governance and corresponding competencies to help ground education and training for collaborative governance. The application of this approach to case teaching is demonstrated by repurposing a readily available teaching case.

Additional information

Notes on contributors

Ricardo S. Morse
Ricardo S. Morse is an associate professor at the UNC School of Government, where he teaches and advises state and local public officials in the areas of collaborative governance, citizen engagement, and public leadership. His research has appeared in a variety of books and journals including Public Administration Review, Journal of Public Administration Research & Theory, The Leadership Quarterly, and Public Administration Quarterly. Dr. Morse can be reached at rmorse@sog.unc.edu .

John B. Stephens
John B. Stephens is an associate professor of Public Administration and Government at the UNC School of Government, where he teaches MPA students and public officials in public dispute resolution, facilitation, collaborative problem-solving and citizen participation. His research has appeared in Journal of Public Deliberation, School Law Bulletin, and he is coauthor of Reaching for Higher Ground: Creating Purpose-driven, Principled, and Powerful Groups (2008). Dr. Stephens can be reached at stephens@sog.unc.edu .

# data[].attributes.attachment_link.title
Teaching Collaborative Governance: Phases, Competencies, and Case-Based Learning

# data[].attributes.attachment_link.description
Collaborative governance is becoming a primary motif in public administration research and practice. There is widespread recognition of the need to develop leaders for collaborative governance, yet clear guidelines or standard operating procedures are elusive. However, while the literature is varied, a broad model of collaboration phases is distinguishable and core competencies are emerging.

# data[].attributes.body
Graphy (2022) Phases of teaching: Stages of teaching: Levels, Graphy. Available at: https://graphy.com/blog/phases-of-teaching/ (Accessed: November 7, 2022).

Sarma, A. (2021) Phases of teaching: B.ed notes, STUDYQUIRK. Available at: https://www.studyquirk.com/phases-of-teaching-b-ed-notes/ (Accessed: November 7, 2022).

# data[].attributes.body
CONCEPTS: Why am I teaching it?
APPRENTICE: Who am I instructing?
CONTENTS: What am I teaching?
CONTEXT: Where is it used?
INSTRUCTIONAL APPROACHES: How am I teaching?

# data[].attributes.body
Perfil, V. (2016, octubre 26). Fase de activación, fase de instrucción y fase de retroalimentación. Blogspot.com. http://caminahacialaexcelencia.blogspot.com/2016/10/fase-de-activacion-fase-de-instruccion.html