How can I develop a student centered learning environment to inspire students to achieve critical thinking skills?

learning styles

Auditory

Kinesthetic

Visual

Multiple intellegence

teaching styles

Content access design

Identify Standards

Students should learn

Student should perform

Authentic assessment

Pre-assessment

Interest survey

Content knowlege base

Learning style

Assessment durring learning

Performance-based assessmenet

rubric

Final assessment

criterion referenced

Teaching Methods

Lecture

passive learning

Ability to cover large amounts of information

Incorperate active participation in group discussion

Encourage smalle group or partners

Questioning Stratagies

Develop critical thinking

Desicsion making

Problem solving

Key Part to Blooms Taxanomy

tiered actions to demonstrate higher leveles of thinking

Sequence learning outcomes

Evidence base of higher levels of learning

empowered to critically think; process, analyze, synthesize, criticize, apply and solve problems.

Progression of active thinking and assimilating information

Aimed at higher cognitiv skills

Assist students in applying knowlege

low level questioning does not promote critical thinking

Self directed learning

idependent learning

Set goals

Locate resources

evaluate progress

Clinical logs

Progress evaluations

Self evaluations

Students identify strengths and weaknesses

Empowers students in control

Journal/Portfolio

Learning Contracts

What a learner will achieve

Students take more responsibility

Learning expectations

Concept mapping

Promotes critical thinking

Promotes problem soling skills

Represents complex relationships

Graphic organizer

Ven Diagrams

compare and contrasts

Problem based Learning

Scenerios or situations

Professional setting

Ethics

Patient care

Safety

Case Based Instruction

integrate skills and knowlege

Active learning and reflecting

encourage

Active learning

self directed learning

self appraisal

develop

Clinical PBL

Communication skills

Teamwork

constructivism

theory of learning

Transformation

Academic advising

Comminted to student development

Developmental process

Facilitates communication

Challenges students to take advantage of oppertunities

Positively reflects retention

Physical

classroom

desks

groups/regroups

bookshelves

computers

time frame

Clinical Rotations

Demonstration of competancy

Observation and reflection

Online

web tutorials

online learning modules

resource centered web page

Required assignments

collaboration with instructors

Teaching philosophy

research

Teacher portfolio/journals

Evaluation of assessment

Valid

reliable

Standard based accountbaility

Computer-Adaptive Assessment Software (CAAS)

Identifies weakness

Identifies misconceptions

formative assessment

Reduce Barriers in curriculum

Minimize the need for Modifications with UDL

Multple means of

Expression

Engagement

Representation

Identify curriculum access points

Content

Pre-test

Encourage thinking on various levels of Blooms Taxonomy

Use variety instructional delivery methods

Frame assignments into sequential managable parts

Choose Broad instructional concepts and skills for understanding at various levels of complexity.

Process

flexible grouping

Provide access to variety of material

Establis activities to target all learners styles

Establish learning stations

Inquiry based

independent learning activities

Product

Variety of assessment

Formative

plan instruction

redirect instruction

Feedback to improve learning

Journal/portfolio

Summative

evalluates content learned

evidence of student learning

Ongoing

interactive process

Balanced assignments

Teacher assigned

learning contracts

Student selected projects

Offer student choice to reflect learning style and interest

Homework options

Concider variety and Diversity of students

abilities/disabilities

Ethnic/Racial backgrounds

Experiences

Age

other characteristics

Learning Preferences

Idenify Students Streghts

Interest

Learning Styles

Important Relationships

Social

Academic

professional

Professional learning communities

discipline specific

Content knowledge

knowledge of the facts, principles and methods within the discipline

cross discipline

Pedagogical knowledge

understanding of the learning process

Faculty Development Stratigic Plan

mentor faculty

Strategic planning

effective teaching

leadership

provide oppertunities for research

Pedagogy

education theory

eduction research

Technology

Constant changes

new innovations

Workshops for training

Classroom PLanning

Manage

engage

Motivate

Peer Review

assess implementations

Assess instructional formats

Assess learning enviroment

Crticial feedback to improve through co-teaching approaches and collaboration