High engagement, high return. That's the advice from education experts for teachers looking to improve student outcomes. Researchers found that less than a third of teachers are engaging students in complex learning, limiting student opportunities for building critical thinking and problem solving.
High engagement, high return. That's the advice from education experts at the University of South Australia for teachers looking to improve student outcomes.
UniSA researcher, Dr Helen Stephenson, says teachers need more support to plan interactive and constructive lessons that promote deep learning. "While there is certainly a place for such tasks in a classroom, student learning is much improved when students spent more time engaging in complex activities that promote deep and conceptual learning."Deep learning requires the organisation of knowledge into conceptual structures, which we know improves the retention of information and therefore improves learning outcomes. Deep learning also supports knowledge that's needed for innovations.
"Take for example, watching a video. Students can silently watch a video ; watch a video and take notes using the presenter's words ; write questions that arise for them while watching the video ; or watch a video and discuss it with another student to generate different ideas . "Even changing class activities from 'active' to 'constructive' can go a long way towards improving student learning," Dr Stephenson says.
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