Designing Intentional Transfer of Knowledge for the Purpose of Deeper Understanding

Autor/in	Engel, Barbara
Titel	Designing Intentional Transfer of Knowledge for the Purpose of Deeper Understanding
Quelle	In: BU Journal of Graduate Studies in Education, 9 (2017) 2, S.10-13 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Transfer of Training; Learning Processes; Teacher Role; Student Role; Access to Information; Prior Learning; Schemata (Cognition); Metacognition; Teaching Methods; Learner Engagement; Educational Change; Reciprocal Teaching; Educational Quality + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Learning process; Lernprozess; Lehrerrolle; Vorkenntnisse; Cognition; Schema; Kognition; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Quality of education; Bildungsqualität
Abstract	Teachers and administrators must embrace the paradigm shift that has occurred with regards to student engagement, and expectation of teachers. The roles of both the student and the teacher have shifted. Because of increased student access to information, the teacher is becoming a facilitator who prepares the classroom for exploration and questioning. Teaching must centre on cultivating metacognitive thinking by students, making an awareness to them and then connecting prior knowledge to existing schema. Information is readily available to students, and teachers must be intentional in connecting the depth of the students' knowledge. (As Provided).
Anmerkungen	Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01