Strictly pedagogical
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Strictly pedagogical
Strictement pédagogique--Articles on teaching/learning/technology and andragogy
Curated by Filomena Gomes
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15 Questions To Help Students Respond To New Ideas

15 Questions To Help Students Respond To New Ideas | Strictly pedagogical | Scoop.it

"It just might be that in a society where information is abundant, thinking habits are more important than knowledge. Somewhere beneath wisdom and above the “things” a student knows.

Laws of economics say that scarcity increases value. It’s no longer information that’s scarce, but rather meaningful response to that information. Thought.

And thought has a source–a complex set of processes, background knowledge, and schema that we can, as educators think of as cognitive habits. And if they’re habits, well, that means they’re probably something we can practice at, doesn’t it?"


Via Beth Dichter
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Beth Dichter's curator insight, September 8, 2014 10:09 PM

We want our students to demonstrate that they know how to think, to understand that they have the ability to ask questions and find answers, answers that may not be available through Google (esp. if we are asking them to research). In short, we want them to use metacognitive skills.

But how do we teach them these skils? The image above, from teachthought, provides 15 questions that may help students create the habits that students need to learn. Below are three of the questions. Click through to the post for the entire list, as well as some great discussion.

* Is this idea important to me? To others? Why or why not?

* Is there a “part” of this new idea I can take and “pivot”? Create something new and fresh?

* What real-world models–examples–relate to this that can help me understand this further?

Consider posting these questions in your classroom and using them when appropriate with students.

Bronwyn Burke's curator insight, September 18, 2014 5:50 PM

Thinking and questioning, the more the better. Engaging with new information and building curiosity.

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16 Strategies For Integrating The Habits of Mind In The Classroom

16 Strategies For Integrating The Habits of Mind In The Classroom | Strictly pedagogical | Scoop.it

"In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat.

But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure — in academic terms — actually begin."


Via Beth Dichter
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Beth Dichter's curator insight, January 3, 2014 10:23 PM

Many of us discuss Bloom's taxonomy with students (although we may not refer to it using that terminology) but how many of us talk about Habits of Mind with our students. This post explores how we can use habits of mind to help our students providing suggestions as to how you might help your students learn them.

To see the full poster of the Habits of Mind: http://indysintriguingideas.edublogs.org/files/2010/08/16HabitsofMind1.jpg

Bernard Guévorts Authentis's curator insight, January 5, 2014 5:14 AM

Pour une bonne reprise...

Kimberly House's curator insight, January 6, 2014 3:06 AM

I echo Beth Dichter's comments. This is vocabulary we should be using with our students. Identifying habits and ways if thinking that lead to learning.