Help students develop deep knowledge
It is important for instructors to keep their student demographics in mind when planning lessons. Good teachers are able to "create a learning environment encouraging students to actively engage in and take ownership of their learning experiences…” (Moate and Cox, 2015). This type of engagement is easier to achieve when students find ways to connect both new knowledge with old knowledge as well as connecting what they are supposed to learn with real world scenarios. “Cognitive researchers are finding that students who make connections between new content and personal experience are engaging in productive and long-term learning. Additionally, these students develop intrinsic motivation and the skills of lifelong learning” (Ozuem and Lancaster, 2015). The question every student has is, "How will I use this information in my life"? If they are able to make this connection, then they are more willing to engage in the the lesson. “Student engagement increases when students feel that the curriculum is relevant to their lives” (Conner and Pope, 2013).
Resources
Curiosity: The Force Within a Hungry Mind
Creating Curious Thinkers
Nurturing Deep Learning
Powerful Learning
Deep Learning for Every Student Every Day
How to Create Meaningful Learning in the Classroom
Creating Curious Thinkers
Nurturing Deep Learning
Powerful Learning
Deep Learning for Every Student Every Day
How to Create Meaningful Learning in the Classroom
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References
Conner, J. O., & Pope, D. C. (2013). Not just robo-students: Why full engagement matters and how schools can promote it. Journal of Youth and
Adolescence, 42(9), 1426-42.
Moate, R. M., & Cox, J. A. (2015). Learner-centered pedagogy: Considerations for application in a didactic course. The Professional Counselor, 5(3),
379-389.
Ozuem, W., & Lancaster, G. (2015). Questioning: A path to student learning experience. Education & Training, 57(5), 474-491.
Adolescence, 42(9), 1426-42.
Moate, R. M., & Cox, J. A. (2015). Learner-centered pedagogy: Considerations for application in a didactic course. The Professional Counselor, 5(3),
379-389.
Ozuem, W., & Lancaster, G. (2015). Questioning: A path to student learning experience. Education & Training, 57(5), 474-491.