Full course description
Date and Time
Monday 20 August 2020, 9.30 am to 3.30 pm
This learning event is right for you if you are interested in helping learners think more deeply and develop conceptual understanding
‘Two of the most important educational goals are to promote retention and to promote transfer (which, when it occurs, indicates meaningful learning) … retention requires that students remember what they have learned, whereas transfer requires students not only to remember but also to make sense of and be able to use what they have learned.’ (Anderson, Kratwohl et al, 2001).
With this in mind we will explore how to make questions and learning tasks ungoogleable, how to scaffold tasks to include higher-order thinking skills, such as evaluation and creation, and how to make this learning visible through ‘brains on the table’ kinesthetic tasks.
‘It is hard to
imagine a teacher or school leader who is not aware of the importance of
teaching higher-order thinking skills to prepare young men and women to live in
the 21st century. However, the extent to which higher-order thinking
skills are taught and assessed continues to be an area of debate, with many
teachers and employers expressing concern that young people “cannot think”.’
– Robyn Collins
· higher-order questioning strategies
· template for higher-order task design
· template for ‘brains on the table’ tasks.
Chris Harte is the Director of Unstuck Learning, Australia. He focuses on learning and innovation, bringing research, experience and extensive knowledge networks together to forge great learning for all. Chris has particular expertise in the following: language learning pedagogy and language specific support (English, French and Spanish), design thinking at an organisational and individual level, digital technology and learning spaces (both physical and virtual), learner centred pedagogy and learning models, strategies to enhance higher order thinking, learner efficacy and engagement, formative assessment strategies and learning analytics.