It is a model which helps with memory, cognition, and thinking. It provides a conceptual model which explains the different functions and constraints on human memory. It provides a framework for understanding principles of effective learning.
The goal of Socratic Dialogue is to have students think critically about difficult issues. First step is to pick a controversial topic or have students develop questions on their own or have them develop them as a class. The teacher will begin the discussion but throughout the year, students can rotate being the leader facilitator of the discussion. It is the leader’s job to clarify, synthesize, and restate opinions. It is the participant's job to think and speak persuasively with support.
The teacher will begin the discussion but throughout the year, students can rotate being the leader facilitator of the discussion. It is the leader’s job to clarify, synthesize, and restate opinions. It is the participant's job to think and speak persuasively with support.
The goal of Socratic Dialogue is to have students think critically about difficult issues. First step is to pick a controversial topic or have students develop questions on their own or have them develop them as a class. The teacher will begin the discussion but throughout the year, students can rotate being the leader facilitator of the discussion. It is the leader’s job to clarify, synthesize, and restate opinions. It is the participant's job to think and speak persuasively with support.
The teacher will begin the discussion but throughout the year, students can rotate being the leader facilitator of the discussion. It is the leader’s job to clarify, synthesize, and restate opinions. It is the participant's job to think and speak persuasively with support.
A teacher would pose a controversial topic to the students, such as “Do you think contemporary dance has become too commercialized geared towards TV?" In response to this, the students must actively particulate in the discussion, demonstrate critical thinking skills, and providing examples to support their opinions.
This model facilitates active learning for students where students develop questions that they are hungry to answer. Learning is student driven and based on their interest. This model demonstrates that students learn best if they ask their own questions, pursue the answers themselves, and lastly reflect on what they have learned.
Learning is student driven and based on their interest. This model demonstrates that students learn best if they ask their own questions, pursue the answers themselves, and lastly reflect on what they have learned.
Students will create three questions that they have about the history of Ballet dance. They will pursue the answers to the first two questions independently at the library. Next, they will find a peer in the class to ask and to finally reflect on what they have learned.
It is a teaching method where students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.
The Mission to Mars unit is an example of a model of project-based instruction.
Beginning with a problem generation anchor video, a context is set for students to create their own problems in which they will be engaged for the remainder of the unit.