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A7: One way we can capitalize on the lack of time and/or large class sizes is for students to be more self-directed and for them to take ownership of their own learning. We have to do a better job in empowering our students to self-guidance.
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A5. A few questions I try to ask myself when planning:
Am I trying to do too much?
Are the learning goals clear?
Do students have time to grapple?
Can learning be differentiated/personalized?
Is this fun?
Is there room for collaboration?
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Q5. How does deeper learning affect the way we plan our
#physed units/lessons?#pechat pic.twitter.com/55UbPhIjOG
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Q4. What can deeper learning look like in
#physed?#pechat pic.twitter.com/zVzHrBbPzl
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A3. One of the focuses of my International Dance Showcase Unit is to students with the tools and resources they need to freely create. Set the stage, provide them with the basics, and then get out of their way!
Learn more here: https://thephysicaleducator.com/2017/03/29/international-dance-showcase-unit-teacher-pack … #pechat pic.twitter.com/WXdiPWNHu5
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A3. Building a culture of collaboration is no joke, especially when it comes to collaborating on learning.
Peer-assessment (or Mini-Coaching) has been a big help for this: https://thephysicaleducator.com/2017/02/07/effective-peer-assessment-in-physical-education/ … #pechat pic.twitter.com/BBfSI32IVr
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A3: feel safe to succeed and fail
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A3: I think one important teaching strategy is differentiated instruction. This is hard, but not impossible, with my large class sizes.
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A3) Allowing students to solve their own problems, and guiding them redirecting them if needed. I think students need that chance to fail and learn from it. It supports independence, and fosters confidence.
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A2: The underlying principals is applying the knowledge, skills and concepts in a variety of environments w a variety of equipment and understanding and appying the concepts of H and P Literacy for life.
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A2: I agree with Lindsey that prior knowledge and exposure is a huge factor. But skill such as creativity, collaboration and questioning are essential.
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A1: Deeper learning is putting the HOW, WHAT and Why of our lesson objectives, standards and content into action. Allowing our students to thrive and fail while learning along the way.
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A2: I think underlying principles have to do with how much the Ss is buying into “what we are selling” as Ts. Prior experience and growth mindset could also factor in. Multiple viewpoints and empathy are important too.
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A2: Questioning, applying knowledge to new tasks, creating connection between multiple disciplines, collaboration
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Q2. What are the underlying principles of deeper learning?
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A1 cont'd: It demonstrates that learning is fluid and that concepts are interconnected. The learner understands that ideas do not happen in isolation and that skills build on each other.
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A1) Deeper learning is when a skill that is learned in one area, can be easily transferred and applied to another area.
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A1. Deeper learning is when you can take your understanding of knowledge, skills, and concepts and successfully apply that understanding in different contexts (i.e. transfer).
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A1: Deeper learning: Ss engaged in critical thinking skills, are self-directed, & gain the ability to use what’s learned in multiple situations and applications.
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