Connecting curriculum-integrated research in Teacher Education to critical thinking, problem-solving, and teaching skills.

This post is especially for you if you are attending the workshop at the Virtual Council on Undergraduate Research Biennial Conference, 1 July, 2020: 1.15pm-3.15 pm ET:

Connecting curriculum-integrated research in Teacher Education to critical thinking, problem-solving, and teaching skills.

The word document for the workshop can be downloaded before it starts Word doc for CUR conference workshop

The Presentation PDFs are: Connectingcurriculum-integrated-research_ WIllison_Tiala_Palmer_2020 and Connectingcurriculum-integrated-research_ WIllison_Tiala_Palmer_2020Part2

URL for Answer Garden in the workshop https://answergarden.ch/1124599

The MELT website is www.melt.edu.au

MELT book, Open Access book published by Springer https://link.springer.com/book/10.1007/978-981-15-2683-1

We hope to hear your questions during the Q&A for the workshop.

Feel free to write further questions or comments here during and after the workshop.

Sylvia, Ruth and John

 

 

 

 

MELT, the open access Springer book

MELT, the Models of Engaged Learning and Teaching, has been published by Springer as Open Access.

MELTcover

https://link.springer.com/book/10.1007/978-981-15-2683-1

In counting and Accounting, zoo visits and Zoology, single subjects and STEM, the Models of Engaged Learning and Teaching- or MELT for short- are for fluid, connected and sophisticated thinking early childhood to PhD.

Maybe this is too expansive, but we’ve got a lot of problems, and we need a better way of connecting people’s thinking about them across the years of education, areas of study and approaches to problem solving, critical thinking and researching.

The MELT share and ask seven questions, and these are used to structure the book’s seven chapters. Chapters use a story, an example from history or current cases of use to bring the concepts in MELT to life. Each chapter features a title page in cartoon format, with Einstein, a young child and a beaver, each making utterances that epitomise aspects of the chapter.

In the foreword I claim the skills that 6 year olds playing in a tree by the seashore in a Pacific village are the same as those that PhD students need and use. What changes is the level of sophistication, depth of content knowledge and degree of rigour required, but the cognitive skills and affective elements are the same in nature.

But what do you think? I’d love you to comment about the above, or any feature of the book.

 

 

 

Facilitating the development of students who think critically & creatively

Here are some resources for Facilitating the development of students who think critically & creatively, based on the Masterclass webinar run by School of Education, University of Adelaide, 15April, 2020

1. The Critical and Creative Thinking Brainstorm

Critical_Creative_Thinking_Brainstorm

2. The webinar powerpoint with with audience contributions embedded

Critical_Creative_Thinking15April202_audienceresponses

3. The recording of the 90 minute webinar

https://universityofadelaide.box.com/s/nx832ifaswz9g3u0cc8wo68jygr51628

Breakout groups were asked to adapt their own version of the Critical and Creative Thinking Brainstorm

  • Please stick for now to the idea of the 6 facets (questions) and the pentagon shape
    • This is for communication purposes and potential connections
  • Be ready to report back in 10 mins. Share screen, use voice. Tell us the changes
  • Title
  • Centre
  • Change in verbs

For various documents and examples of The Models of Engaged Learning and Teaching

www.melt.edu.au

Based on this webinar, how appropriate do you think MELT, used creatively and adapted appropriately, is for developing¬† your students’ critical and creative thinking?

Feel free to comment here.