Making questions that promote students’deep learning
Why make good questions matter? Making questions to students is one of the most common and powerful pedagogical strategies used by teachers during the process of teaching and learning. Questions can bring benefits to both teachers and students. Reinhart (2000) states that questions can… Teacher: support teacher decisions. encourage students’ participation. communicate to students that […]
Developing, interpreting, and accessing student thinking
What is eliciting students’ thinking? According to Teaching Works Team (2022, May 9), eliciting students’ thinking involves classroom practices that develop, interpret, and access student thinking, such as questioning, discussions, and assessments with the purpose of identifying students’ prior knowledge, understanding, and misconceptions. It is a pedagogical approach where… “Teachers pose questions that create space […]
Mind Maps App
Mindmaps is a concept mapping app that is open-source, totally free and without advertisements. Moreover, the app allows you to build your concept map in your browser and save it in several formats. This is only one tool for creating mind maps or concept maps. To learn more about high tech, low tech and no […]
Concept Maps for teaching and learning
What are concept maps? “A concept map is a type of graphic organizer used to represent knowledge of a topic, forge connections between ideas and create visual representations of one’s understandings. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into […]
Know Do Understand (KDU): a starting point in planning
The BC curriculum’s more concept and competency based curriculum, expects that teachers combine Big Ideas, Contents, and Competencies as they plan learning experiences for their students. The purpose is to create clear goals which will guide teachers to design assessments and activities to develop concepts and skills in their students. The “Know-Do-Understand” Model (KDU) can […]
