Comment

Comment by Antonio Baker on November 27, 2017 at 6:40pm

Good day I'm trying to find the chronogram but I can't. does anyone know how to do so

Comment by Pamela Thomas-Murray on November 23, 2017 at 9:49am

Foe students who are extremely slow you can start by asking them questions on topics that interest them Ex. you can ask what is their favourite food, movie, song, and allow them to justify/give reasons for their choice. If someone wants to dissuade them from their choice how would they defend their stand without getting aggressive.

Comment by S.R Thomas on November 22, 2017 at 11:02pm

After listening to Audio # 4, I basically acquired another concept to my vocabulary which is Socratic Seminar. It is basically a strategy used to allow students to exercise higher order thinking. In the Socratic seminar the teacher act as facilitator, therefore students are guided and assisted by the teacher who facilitates the learning process. Students usually generate questions that they want to discuss, although the facilitator would also have some target questions just in case. In using the Socratic seminar it is structured with open ended questions. Socratic in not a debate , no arguing, no winners or losers; each student contributes to the discussion.

Comment by Deborah Hudson-Lewin on November 22, 2017 at 6:57pm

I find the audios very interesting, however, how do I get students who are extremely slow to think more critically?

Comment by S.R Thomas on November 15, 2017 at 5:58pm

My learning objectives are SMART in that it is very specific in how properly they were structured, my objectives are measurable which shows exactly what I want to see, hear and feel. With this evidence are needed by on the content or theory thought; therefore by these objectives being measureable I would definately need concrete evidence. The learning objectives are attainable in that the session and time alotted for completion of lesson is doable because of planning smartly. My learning objectives are relevant in that based on the goals of this lesson it can actually become a reality with the necessary skills and resources needed to achieve this objective. In the lesson being timebound it is very realistic and practical and easy to fit lesson in the schedule time alotted for activities. I want to achieve a SMART objective in that I target the questions as to Where?, How?, When?, and with Whom? which are captured throughout my learning objectives.

Comment by Pamela Thomas-Murray on November 15, 2017 at 4:39pm

I too find the audios very interesting and enlightening. If we all employ these strategies in our own classroom we will have a class full of critical thinkers instead of just empty talkers. I like the types of questions being used in the audio with the two teachers.

Comment by S.R Thomas on November 14, 2017 at 11:11pm

Learning objectives are short statements or questions that the facilitator/ teacher uses to show what is expected from the learner to grasp at the end of the lesson, unit or course. In the learning objectives activities should be done targeting the learner knowledge, skilled and emotional level. All these should be done in such away to help the learner to develop  critically thinking skills.

In writing learning objectives should all the levels be clearly stated in each lesson? meaning should the teacher knowingly trying to develop critical thinking in the learners, use all three domains of learning when writing learning objectives?

During and after listening to audio lesson # 1, which is a very interactive lesson that gives two practical scenarios, it was a useful and great way of introducing Critical Thinking to new teachers. In using critical thinking questions words like, why and how should be used to generate high level rationale thoughts. To ask “why and how” it activates critical thinking. In my view as teachers we need to ensure that we allow students to not only be able to respond to literal level question by having only one correct answer but we need to help them develop critical thinking. It is important that the learner be able to assess, critically analyze and synthesize information.

The audio lesson # 1 encourages teachers to engage the learners in developing critical thinking skills and know how to use it in an argument. I also garnered from lesson #1, that no wrong or right respond when asking a question using critical thinking question.

Comment by Lorene on November 13, 2017 at 10:07am

Critical thinking is an important component in planning our lessons.  I learnt that our students will be able to analyze situations and become independent thinkers.  Objectives that are SMART will go beyond Yes or No responses and will engage students in solving problems without the facilitator providing the facts.

Comment by DEBBIAN BAILEY on November 12, 2017 at 6:47pm

Audio 3, is indeed informative. I have never put so much though in writing an objective and writing the learning activities for them. After listening to this audio and carrying out the activities, the role I see Bloom's Taxonomy playing in writing my objectives while making them SMART, will have me making more adjustments to writing my lesson plans moving forward.

Comment by Monique on November 12, 2017 at 4:01pm

Audio3. I have just completed audio 3 which covers the higher level thinking of Bloom's taxonomy. What I find interesting about these audios is that these things were never properly explained to me as a student-teacher and I think as a result of this most time as teachers in planning our lesson we tend to only focus mainly on the first three levels. This programme has been assisting each week with improving my lessons and questioning techniques. the use of scaffolding really piqued my interest because I know see the effectiveness of it in teaching and how enriching it is to the lesson and the students as it allows them to go beyond what is insight.

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