Good Practice in Science Teaching by Beth Chapman https://padlet.com/bethchapman78/tccjec2svbd9qf3b Strategies and frameworks to increase student engagement. By Monk and Osborne (2000). en-us 2021-10-15 22:22:57 UTC 2024-10-27 22:06:52 UTC hello@padlet.com https://padlet.net/icons/png/2697.png Learning strategies bethchapman78 https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820476981 Cognitive - learning the content.
Metacognitive - the process of learning.
Motivational - intrinsic belief in the value of the task.]]> 2021-10-15 22:29:00 UTC https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820476981 Metacognition (def.) bethchapman78 https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820481067
  • Identifying what we know and what we don't know.
  • Activating prior knowledge.
  • Connecting new information to exisiting knowledge (constructivism).
  • Selecting thinking strategies intentionally.
  • Being mindful about thinking processes.

    • Teachers must make the time to tell students about different learning strategies.
    ]]>     2021-10-15 22:35:33 UTC https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820481067     Strategies to encourage metacognition bethchapman78 https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820482680 Learning intentions:
    • provide two for the first half of the lesson
    • ask students to come up with the second two for the second half of the lesson.

    Talk about thinking e.g., thinking routines.

    Student portfolios as 'thinking journals':
    • encourages reflection.
    • record of progress and achievement.

    Plan for learning, e.g., estimating time requirements, organising materials.

    Debrief the thinking process: discuss with students the methods they used, evaluate success and identify methods that are valuable for future use.

    Self evaluate.
    ]]>     2021-10-15 22:38:15 UTC https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820482680     Teaching practices | What to watch out for bethchapman78 https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820491597
  • Failing pupils interpret sympathy, praise for modest achievement or help given when not asked as signs they lack ability.
    • ]]>     2021-10-15 22:52:48 UTC https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820491597     Good Teaching Practices bethchapman78 https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820492304 2021-10-15 22:54:05 UTC https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820492304 Signposts| Frames | Foci | Links bethchapman78 https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820495804 2021-10-15 22:59:52 UTC https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820495804 Motivation bethchapman78 https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820498507
  • Learning culture: peer pressure and the ethos of the school/classroom.
  • Intrinsic purpose of learning: changes focus from extrinsic (e.g., better grades) to belief in learning for its own sake and mastery of a subject.
  • Self-efficacy: students' belief in themselves and their ability to learn.
  • Task value: students' interest in the task and their perceptions of its importance and value.

    • ]]>     2021-10-15 23:03:52 UTC https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820498507     Learning Culture bethchapman78 https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820506663 2021-10-15 23:19:26 UTC https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820506663 Motivation in low-ability students bethchapman78 https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820508818 High-ability students are usually rewarded the most while the efforts of less-able students are seldom acknowledge. Hence, low-ability students and those who are disadvantaged and who must work the hardest have the least incentive to do so.]]> 2021-10-15 23:23:23 UTC https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820508818 Formative Assessment bethchapman78 https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820512232
  • Teaching practice must enhance feedback between student and teacher.
  • Teaching must be flexible to allow feedback to be used to inform both teaching and learning.
  • Students must be actively involved in the feedback process.
  • Engaging students in self- and peer-assessment is beneficial.

    • Formative assessment should be embedded, involve the students, present a range of assessment options, and form part of a feedback dialogue.
    ]]>     2021-10-15 23:28:43 UTC https://padlet.com/bethchapman78/tccjec2svbd9qf3b/wish/1820512232