Technology is a tool, that when used to
promote deeper learning skills such as research, evaluation, synthesis, analysis, investigation, communication, and collaboration, can be useful.
Not exact matches
Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of
skills at perspective - taking, complex reasoning, and academic language in predicting
deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language
skill, and
deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to
promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified
learning sequences for perspective - taking, complex reasoning, academic language
skill, and
deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language
skills (Snow & Uccelli).
These criteria can be used by assessment developers, policy makers, and educators as they work to create and adopt assessments that
promote deeper learning of 21st - century
skills that students need to succeed in today's knowledge - based economy.
Is it that we should use many of the Chinese strategies (that
promote self - discipline, a
deep respect for
learning, the understanding that effort is critical, and a strong foundation of basic facts and knowledge) early on, and then, in later grades, focus more on critical - thinking
skills, analytical abilities, and the pursuit of individual passions through curious exploration?
«Through this we ultimately hope to
promote deeper learning and develop transformative
skills, to improve student
learning and academic results.»
On the other hand, a teacher knows how to use effective questioning that will support students
learning and
promote learning gains via
deep thinking
skills.
The goal is to provide insights for instructors wishing to
learn about, adapt, and incorporate research - based materials and teaching strategies into their courses, hopefully with the goal of «doing better things» to create more effective
learning environments to
promote students achieving a
deeper understanding of STEM and developing appropriate science process
skills.