go through Terry Heick
The first step to helping students think for themselves may be to help them see WHO They are Where They are and what they should know.
See 100 questions that can help students think about
If we really want students to adapt to their own thinking, design their thinking and diverge their thinking, then it (the thought) must begin and stop literally. Often, this means starting with a teacher’s learning goal established and ending to assess the student’s “doing”.
Isn’t this strange at best? Thinking has nothing to do with content. Thinking is a strategy for learning content, but they are different. Therefore, the process is about thinking and learning, not content and mastery.
Check out a self-guided learning framework
In 2013, we created a framework to guide students Self-guided learning. The idea is/is that every student can really think about their own ideas through the exam and why. There are two theories that underlie the concept that students are able to create and navigate their own learning pathways:
1. Wisdom (e.g., knowing an understanding worth understanding) is more important than content (e.g., mastering academic standards).
2. Advances in technology have created an ecology that supports ecology that pursues intelligence and content proficiency (in this order)
These theories don’t sound outrageous, but they seem strange compared to existing forms of education. How we plan, how we determine success, how we provide feedback, and even how our schools are arranged reflect a way of thinking that prioritizes students to constantly demonstrate the ability to master the content they are given to.
So far, this is a tired argument, but one theory is that modern education is characterized by its industrial form and management tone. Its main promoters are standards, policies and teachers, not content, relationships and creativity. Its results are universal and impersonal, which is good for skills but does not resonate further.
One response is to support students in designing their own learning pathways. content (Study content), form (Research method), the most critical Purpose (Why was studied). Ideally, the end result is a student who can “think on his own.”
Teach students to think for themselves: Check a self-guided learning framework
Big idea: Promote self-guidance and critical learning
There are 6 areas in the self-guided learning framework:
1. Self: (For example, what citizenship am I, what does this show that I understand?)
2. Context: (For example, what is the context of this topic or idea?)
3. Activation: (For example, what do I or someone else know about this topic or idea?)
4. Pathway: (For example, what resources or thinking strategies do I use make sense?)
5. Clarification: (For example, based on what I have learned so far, how should I modify my expected pathway?)
6. Applicable: (For example, what changes should I see due to new understanding?)
Self-knowledge as the starting point
1. Is there anything worth understanding?
What is worth understanding in all the ideas and environments you encounter every day? What knowledge or skills or in-depth understanding will gradually support you? What is the difference between entertainment, interest, curiosity and passion?
This can even be open to academics. For example:
In mathematics, what is valuable? What can mathematics do for “you – where you live or the people you care about or the environment you rely on?
What can a wealth of literature allow you to see or do?
What perspectives can research on history provide?
What mistakes can scientific methods of things prevent?
2. What are the problems or opportunities for my obstacles?
Wanting to solve world hunger or playing violin in Carnegie Hall sounds high, but this may or may not touch immediately. Right here, now, what can you do to get there?
3. What are the important problems and solutions before I create them?
Interdependence – Achieving our location as families, neighborhoods, states, countries, species, etc., as well as the trends and patterns being studied that can we use to understand where we are going?
What is our collective achievement? Poets, space travel, human rights, etc.?
What is our collective failure? Property, racism, ecological damage, etc.?
With this in mind, how should I respond?
4. What is my citizenship and legacy and what am I? What do I know about these memberships?
This is the final question of the first step of the SDL model, the final step is: “What do I belong to” and how do I take care of members through understanding and behavior?
Here are some hypothetical examples of students’ reactions.
I belong to the “Johnson” family, a family that has been involved in photography and art for a long time. Then how should I respond?
I live in a field that used to be “nice” but has recently stood out due to the lack of citizen voices and movements. Then how should I respond?
I love social media, but I care about how it affects my self-image/thinking/life. Then how should I respond?
I am American, Nigerian, Canadian. I’m from the Netherlands, Prague, Paris, Tel Aviv or Peru. Then how should I respond?
I love books, I love fashion, I love nature, I love creation-How should I respond?
My parents divorced, their parents divorced. Then how should I respond?
I’m very poor. I’m very rich. I am anxious. I’m very curious. I am loved. I’m very lonely. I have confidence. I’m not sure. How should I respond?
The first step to help students think on their own; image attribution flashes user flashes brad; teaching students to think on their own
