Professional Learning What is Professional Learning?
Fitness to Teach What is Fitness to Teach? Outcomes Hearings schedule and decisions Fitness to Teach Statistics.
What do I need to know and do? Professional Learning. What is Professional Learning? Research and Practitioner Enquiry. Research Practitioner Enquiry.
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The importance of evidence The diagram below captures the PL process and the place of evidence within it. What difference is it making? The professional learning process Gathering evidence of impact of your professional learning helps to make explicit the processes of thinking and learning about practice. Evidence of impact should: help you develop knowledge and understanding of practice and pupils' learning.
From data to evidence: the importance of analysis Evidence should come from a wide range of sources and does not always need to be a written record. Data is everywhere but for it to be evidence it must: Be relevant and meaningful for your purposes. What is it you need to know?
Asking the 'right' questions of the data and being critical. Be analysed and reflected on. What does the data tell you? What does that mean for you and your practice? Why is this the best method for collecting evidence? How do I plan to collect evidence? How might I check out my findings? Who can I share my learning with? How might I test assumptions? What are my next steps?
When you view the poster you can click on active hyperlinks to view: examples of her annotated and analysed evidence her poster summarising the practitioner enquiry she completed her notes for her PRD You can view Karen's evidence of impact below: Professional Update Case Study around Practitioner Enquiry: Investigating the Acquisition of Number Skills by Preschoolers Craig is a maths teacher in Hamilton Grammar, South Lanarkshire. Using your creative senses help students process and understand information better. Research shows that when students utilize creative higher order thinking skills, it indeed increases their understanding.
When concepts that are being learned are hard, encourage students to create a movie in their mind. Teach them to close their eyes and picture it like a movie playing. This way of higher order thinking will truly help them understand in a powerful, unique way. Higher-order thinking requires students to really understand a concept, not repeat it or memorize it.
Encourage students to elaborate their answers and talk about what they are learning. Question-Answer-Relationships, or QARs, teach students to label the type of question that is being asked, then use that information to help them formulate an answer. Students must decipher if the answer can be found in a text or on the Internet, or if they must rely on their own prior knowledge to answer it. This strategy has been found to be effective for higher-order thinking because students become more aware of the relationship between the information in a text and their prior knowledge, which helps them decipher which strategy to use when they need to seek an answer.
How do you enhance higher order thinking skills in your classroom? Do you have any tips that you would like to share? Please feel free to leave a comment in the section below, we would love to hear your thoughts on this topic. Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education.
Teacher Thinking &; Professional Action - Pam Denicolo, Michael Kompf - Bok () | Bokus
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Teacher Thinking & Professional Action
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