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Teaching Approaches/Reasoning: Difference between revisions
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While [[Teaching Approaches/Argumentation|argumentation]] involves weighing up sides, reasoning is more general and although it can involve assessing [[Teaching Approaches/Argumentation|arguments]], it can also involve working through any other sort of problem including in [[Teaching Approaches/Inquiry|enquiry]] based learning. Reasoning - and particularly [[Teaching Approaches/Higher order|higher order]] reasoning is valuable learning component and is related to higher order [[Teaching Approaches/Questioning|questioning]], [[Teaching Approaches/Dialogue|dialogue]], [[Teaching Approaches/Language|language]] use, [[Teaching Approaches/Visualisation|visualisation]] use, and so on. Teaching pupils to [[Teaching Approaches/Collaboration|collaborate]] and reason together through [[Teaching Approaches/Group talk|group talk]] and [[Teaching Approaches/Dialogic teaching|dialogic teaching]] is an important consideration - the use of subject based [[Teaching Approaches/Language|language]] is an important element of reasoning, [[Teaching Approaches/Mathematical thinking|mathematical thinking]] and [[Teaching Approaches/Scientific method|scientific thinking]], and one that is well supported by effective group work. | |||
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