Content knowledge of a given topic should include information about the authors/scholars and the cultural influences (i.e. norms) on their writings.
Long-standing norms should be uncovered any questioned because they shape content even through they are not facts.
Pedagogical knowledge should include a plan and strategies for 2-way interactions (i.e. from students to instructors and vice versa) around the topic.
The norm of passive 1-way learning is linked to lower engagement and is, therefore, less effective than active 2-way learning.
Pedagogical knowledge should include a plan and strategies for 2-way interactions (i.e. from students to instructors and vice versa) around the topic.
The norm of passive 1-way learning is linked to lower engagement and is, therefore, less effective than active 2-way learning.
Student-student or student-instructor interactions should include critical questioning of the content.
Teaching and learning are enhanced when there is a norm of metacognitive dialogue about the biases and limitations that exist in the content.
Assessment should include more than one way for students to demonstrate their critical thinking and questioning of the content.
Assessment captures more of what students have learned when it goes beyond the norm of measuring retention and application to also measuring evaluation with 2 modalities (verbal, visual, tactile).
Name of course you will be using for this exercise:
Have you provided opportunities/activities wherein students can draw on knowledge of themselves (i.e., their identities, communities, experiences) to facilitate learning of the subject matter? Record your thinking here:
Briefly describe the assessment you have chosen, including its main objective:
Does the assessment include more than one way for students to demonstrate critical thinking and questioning of the content?
If it does not do so already, can you provide a way through which the learner can demonstrate their knowledge through various modalities? Record your ideas here: