from Terry Haik
The first step in helping students to think about themselves can just be to help them see The WHO they are and Where They are also what they need to know in response.
See also 100 questions that help students think about thinking
If we really want students to adapt their thinking, design their thinking, and get away with their thinking, this (thinking) must start and stop in a literal place. In general, this means that you start with the training goal that the teacher establishes and ends with an assessment of how the student did. “
Isn’t that the best way strange? Thinking has nothing to do with content. Thinking is a strategy for learning content, but otherwise they differ. Then this process is related to thought and learning, not content and mastery.
Sightseeing a self -directed training framework
In 2013, we created a framework to lead the students in Self -tuitionS The idea was/is every student to really think about himself largely, looking at what it is worth thinking about and why. There are two theories that underlie this concept of students who can create and navigate on their own learning paths:
1. Wisdom (eg knowing what it is worth understanding) is more important than content (eg mastering academic standards).
2. The progress in technology has created an ecology that can support the pursuit of wisdom and the mastery of content (in this order)
These theories do not sound outrageous, but compared to existing educational forms that may seem strange. How we plan, how we determine success, how we offer feedback, and even how our schools are physically arranged, all reflect a way of thinking that prioritizes the student’s ability to constantly prove the content of the content provided to them.
So far, this is a tired argument, but a theory is that modern education can be characterized by its industrial form and its management tone. Its main wallets are standards, policies and teachers, not content, relationships and creativity. Its results are universal and impersonal, which is good for skills, but it fails to resonate much more.
One of the answers is to support students in the design of their own training paths in relation to Content (What is being studied), form (How to study) and most critical, purpose (Why it is studied). The end result is, ideally, students who can “think about themselves”.
Training to students to think about themselves: Exploring a self -directed training framework
A big idea: Promote self -and -critical training
There are 6 areas in the self -directed training frame:
1. Yourself: (eg, what citizens I am a member and what does what I understand?)
2. Context: (eg what are the contexts of this topic or idea?)
3. Activate: (eg, what do I or others on this topic or idea?)
4. The way: (eg, what resources or thinking strategies make sense to use?)
5. Clarify: (eg based on what has been learned so far, how do I review my planned path?)
6, apply: (eg, what changes in myself should I see as a result of a new understanding?)
Self -knowledge as a starting point
1. What is it worth understanding?
Of all the ideas and circumstances you meet on a daily basis, what is it worth it to understand? What knowledge or skills or in -depth understandings would support you for a moment? What is the difference between relaxation, interest, curiosity and passion?
This can even be frankly academic. For example:
In mathematics, what is valuable? What can mathematics do for “you – the place you live in, or the people you are interested in, or the environment you depend on to live?
What rich literature can you allow you to see or do?
What perspective can a history study provide?
What mistakes can prevent a scientific approach to things?
2. What problems or opportunities are in my range?
It sounds noble to want to allow the world’s hunger or play the violin in Carnegie Hall, but this may or may not be in your immediate range. Right here, right now, what can you do to get there?
3. What important problems and solutions have others before me?
Interdependence – to perceive ourselves where we, such as family, neighborhood, country, nation, species, etc.
What are our collective achievements – poetry, space trips, human rights, etc.?
What are our collective failures – endurance, racism, environmental damage, etc.?
And considering how to react?
4. What citizens and inheritance am I part of and what I guess those members I understand?
This is the kind of the best question for the first step of the SDL model and the last step: “What” I belong and how can I take care of this membership through my understanding and behavior?
Below are some hypothetical examples of students’ answers.
I belong to the Johnson family, a family long participated in photography and art. So how do I answer?
I live in an area that used to be “nice” but recently transferred due to lack of civil voice and action. So how do I answer?
I love social media, but I deal with how it affects my representation/thinking/life. So how do I answer?
I’m American, Nigerian, Canadian. I am from the Netherlands or Prague, Paris or Tel Aviv or Peru. So how do I answer?
I love books, I love fashion, I love nature, I love to create –How do I answer?
My parents were divorced and their parents were divorced. So how do I answer?
I’m poor. I’m rich. I’m anxious. I’m curious. I’m loved. I’m lonely. I’m confident. I’m not sure. How do I answer?
The first step in helping students to think about themselves; Flick Flickeringbrad image attribution; Training students to think about themselves
