1 / 13

Week 2 TAS Tutorial Stage 6 TAS Specialisations

Week 2 TAS Tutorial Stage 6 TAS Specialisations. Melissa Petrovska , Natasha Lemaic , Nivanthi Ratnayake , Darshi Hettige. Syllabus Implementation. Backwards Mapping Resources - UBD.

elgin
Download Presentation

Week 2 TAS Tutorial Stage 6 TAS Specialisations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Week 2 TAS TutorialStage 6 TAS Specialisations Melissa Petrovska, Natasha Lemaic, NivanthiRatnayake, DarshiHettige

  2. Syllabus Implementation

  3. Backwards Mapping Resources - UBD • There are three important understandings that are central to UBD practice. First, it is important for teachers to see themselves not only as designers of activities, but also to see themselves as assessors. Attention to how all the design elements in a unit are aligned makes the desired results a more likely event. Keeping the end in mind (backwards design) is key to the UBD unit planning process. • The desired results are what students will know and be able to do at the end of the unit of instruction, based on the standards and enduring understandings.

  4. Project Based Learning

  5. 2 perspectives: - Teacher facilitated- student emphasised, emphasis on “students doing” e.g. applying skills and knowledge - Teacher guided- teacher accountability emphasised. Teach curriculum standards and engage students • Best practice of PBL supports students construct learning for themselves • To inspire the desire to learn from within the student • Promotes a shift from teacher activity to student enabled • Can develop skills in technology use, inquiry, research, teamwork and cooperation, communication and content delivery • Potential of PBL to create diversity and introduce awareness.

  6. In short engagement is made by students: • ...have some choice in deciding what they will work on. • ...plan their own project. • ...participate in defining criteria and rubrics to assess their project. • ...solve problems they encounter while working on their project. • ...make some sort of presentation of their project.

  7. Critical and Creative Thinking

  8. CREATIVE THINKING • Creative Thinking is having the ability to use your own ideas, resources and inspiration, to help you think more creatively • Creative thinking is a process which involves lateral thinking and brainstorming and is the ability to generate new ideas and being able to think spontaneously CRITICAL THINKING • The ability to think clearly and rationally • Includes engaging in reflective and independent teaching • Understand logical connections between ideas • Identify construct and evaluate arguments • Solve problems systematically • Identify the relevance and importance of ideas • Reflect on the justification of ones own beliefs and values

  9. Interactive Thinking

  10. What? • Interactive teaching involves the students doing more than half the talking • Encourages student lead learning • Teachers need skills in leading discussions, asking well framed questions and being prepared for follow up questions • During the session teachers must keep track of – the facts of the case, the substantive concepts explained using the case, the process of discussion (including getting everyone involved, key positions are getting discussed) • Interactive teaching challenges students to become involved in discussion- reflecting on opinions and judgements with peers and teachers

  11. Why? • Aim of interactive teaching is to draw on the students experiences. This can be centred on an object such as a video clip, role play, case study discussion etc. • Why does it work?- it gives practical shape and illustration to concepts. The aim is to focus on people as decision makers so that students can develop and understanding ‘ in the shoes’ of people they may be learning about. • Students prefer interactive teaching to traditional lectures • Encourages students to organise their thoughts, then articulate this to the class

  12. How? • Co –operative learning- team approach to learn • 3 ways - learning partners, small group projects, whole class projects • Class expectations/ rules provided • Outcome is active engagement • Process involves: • Talk about previous lesson • Teacher discusses main concepts of the days lesson • Give questions based on learning ( interactive discussion) • Ask the whole class if they understand what was discussed • Cement knowledge through concluding discussion

More Related