OER4Schools/Principles of interactive teaching - Revision history

JanetBlair: punctuated as per APA

2013-12-03T15:38:26Z

punctuated as per APA

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	~~Principles~~ of interactive teaching:		The principles of interactive teaching include
	* recognising children as individuals ''actively'' engaged in interacting with the world, rather than passive recipients of knowledge		* recognising children as individuals ''actively'' engaged in interacting with the world, rather than passive recipients of knowledge,
	* assessing learning needs and tailoring teaching to the child’s current level of knowledge and understanding (“scaffolding” or “child-centred” approach)		* assessing learning needs and tailoring teaching to the child’s current level of knowledge and understanding (“scaffolding” or “child-centred” approach,
	* “multimodal” interaction and expression – using different modes of presenting material and expressing ideas (drawing, video, audio as well as conventional texts) to engage learners		* “multimodal” interaction and expression – using different modes of presenting material and expressing ideas (drawing, video, audio as well as conventional texts) to engage learners,
	* higher-order thinking – encouraging skills like analysis, synthesis, evaluation, sorting and categorising		* higher-order thinking – encouraging skills like analysis, synthesis, evaluation, sorting and categorising,
	* improvable ideas – providing an environment where ideas can be critiqued and refined		* improvable ideas – providing an environment where ideas can be critiqued and refined,
	* diversity of ideas – exploring ideas and related/contrasting ideas, encouraging different ideas		* diversity of ideas – exploring ideas and related/contrasting ideas, encouraging different ideas,
	* building directly on others’ ideas to create joint knowledge products		* building directly on others’ ideas to create joint knowledge products,
	* democracy in knowledge building – everybody participates and is a legitimate contributor to knowledge		* democracy in knowledge building – everybody participates and is a legitimate contributor to knowledge, and
	* learner agency and peer support – encouraging students to take responsibility for their own and one another’s learning		* learner agency and peer support – encouraging students to take responsibility for their own and one another’s learning.

Bjoern at 15:58, 30 November 2012

2012-11-30T15:58:00Z

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	Principles of interactive teaching:		Principles of interactive teaching:

Bjoern at 15:54, 30 November 2012

2012-11-30T15:54:21Z

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	Principles of interactive teaching:		Principles of interactive teaching:

Bh213 at 20:31, 13 February 2012

2012-02-13T20:31:23Z

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	Principles of interactive teaching:		Principles of interactive teaching:

Bh213: moved OER4Schoools/Principles of interactive teaching to OER4Schools/Principles of interactive teaching

2012-02-13T20:30:05Z

moved OER4Schoools/Principles of interactive teaching to OER4Schools/Principles of interactive teaching

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Revision as of 20:30, 13 February 2012

Bh213: Created page with "{{OER4S}} Principles of interactive teaching: * recognising children as individuals ''actively'' engaged in interacting with the world, rather than passive recipients of know..."

2012-02-13T20:29:50Z

Created page with "{{OER4S}} Principles of interactive teaching: * recognising children as individuals ''actively'' engaged in interacting with the world, rather than passive recipients of know..."

New page

{{OER4S}}

Principles of interactive teaching:
* recognising children as individuals ''actively'' engaged in interacting with the world, rather than passive recipients of knowledge
* assessing learning needs and tailoring teaching to the child’s current level of knowledge and understanding (“scaffolding” or “child-centred” approach)
* “multimodal” interaction and expression – using different modes of presenting material and expressing ideas (drawing, video, audio as well as conventional texts) to engage learners
* higher-order thinking – encouraging skills like analysis, synthesis, evaluation, sorting and categorising
* improvable ideas – providing an environment where ideas can be critiqued and refined
* diversity of ideas – exploring ideas and related/contrasting ideas, encouraging different ideas
* building directly on others’ ideas to create joint knowledge products
* democracy in knowledge building – everybody participates and is a legitimate contributor to knowledge
* learner agency and peer support – encouraging students to take responsibility for their own and one another’s learning