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Reflective practice. Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning. [1][2] According to one definition it involves "paying critical attention to the practical values and ...
Socratic questioning is an explicit focus on framing self-directed, disciplined questions to achieve that goal. The technique of questioning or leading discussion is spontaneous, exploratory, and issue-specific. [8] The Socratic educator listens to the viewpoints of the student and considers the alternative points of view. [8]
Action plans and reflective activities provide the practice and modelling of critical reflection on the profession of education, and provide guidance for the teaching and learning experience. [40] Through the use of real-life examples, case studies provide the opportunity to analyze assumptions, as well as the consequences of choices and actions.
Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, [1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.
The scholarship of teaching and learning (SOTL or SoTL) is often defined as systematic inquiry into student learning which advances the practice of teaching in higher education by making inquiry findings public. [1] Building on this definition, Peter Felten identified 5 principles for good practice in SOTL: (1) inquiry focused on student ...
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". [1] Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. [2][3][4] Experiential learning is distinct from rote or didactic ...
Inquiry-based learning. Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
The 8 Learning Management Questions (or 8 LMQs) is a set of questions developed in and primarily used in Australia for teacher training and curriculum development.This sequential design-based set of questions is designed to assist teachers in developing a teaching plan for their classrooms, with a focus on achieving the intended learning outcomes for all students.