Critical Thinking: as we have emphasized all term, the essence of graduate school should be critical thinking, rather than just adding more knowledge to your understanding. You have read invaluable content on stimulating thought and implementing the highest levels of thought from Bloom’s Taxonomy and the Anderson and Krathwohl revision of Bloom. In your class project, you will primarily challenge your students with the highest level of thought –application, analysis, evaluation, creation, etc. Your teaching demonstration is not primarily a lecture, in which you simply impart knowledge, but exercises designed to challenge and stimulate thinking. If you just present a lecture, you will not pass this final project.
Active Learning: the class content had excellent discussion on the concept of active learning. While lecture has a place in higher education, your students are best served in an environment in which they learning actively. You were introduced to numerous active learning strategies through the class content and you will demonstrate several active learning techniques in this final project. For sure, you may need to present some basic information (lecture, video, etc.) but most of your time should be taken up with your active learning strategies. Doing so should make your proposed teaching demonstration exciting, challenging, and even fun.
Adult Learning Theory: you also read a lot about andragogy and you are tasked with incorporating adult learning principles into your proposed teaching demonstration.
Elements of the Final Project
The teaching topic you chose in week one was a narrowed focus in a larger body of research. You may have an interest in a particular therapy technique applied to a specific diagnosis. In your first section, provide a brief overview of the body of research, and then how you narrowed down your focus in order to emphasize higher-order thinking. You will have your students attempt to solve a particular problem in the research on a topic, apply concepts to a new application, come up with a unique treatment plan, etc. In this first section, you will lay out the foundation for what you propose to do, by drawing from the research literature on the topic. In essence, you will present a brief literature review and justification for narrowing your focus to your specific teaching topic. Make sure to cite your research correctly per APA. Length: the length of your literature review will vary according to the topic and the depth of the research. Make the literature review of sufficient length to explain the foundation for your active learning activities and HOTS emphasis. Most likely several pages will be necessary.
Learning Objectives (LOs)
A strong teaching demonstration begins with strong learning objectives. Based on the class content on LOs, write at least three learning objectives that primarily include higher order thinking. Follow the suggestions provided in class for writing clear, strong, and valid LOs.
Description of Active Learning Strategies
Thoroughly review the class content on active learning strategies, and in this section, indicate 2-3 different active learning strategies that you will include in your proposed teaching demonstration. Draw from the class sources (cited correctly) and explain why your chosen teaching strategies best fit your LOs. That is, in implementing your learning objectives, explain why the chosen teaching strategies best complete your LOs. Recall that one of the class documents suggested learning activities that fit with each level of thought
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