Sedm pravidel kognitivně náročné výuky
| Title in English | Seven rules of higher cognitive level teaching |
|---|---|
| Authors | |
| Year of publication | 2013 |
| Type | Article in Periodical |
| Magazine / Source | Komenský |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | feedback; higher cognitive learning |
| Attached files | |
| Description | The aim of this article is to highlight some of the rules that should be observed in cognitively demanding teaching at the elementary school. Based on our three-year research (Šeďová et al., 2012), we try to determine the basic principles of teaching, in which students are encouraged to think about the cognitively demanding questions of the teacher. The core of such teaching are teachers' questions, which are considered a key element in the process of learning. For repeatedly proven it is considered that if a teacher uses cognitively challenging questions (questions of application, analysis, synthesis and evaluation), students will learn more than if the teacher uses questions verifying memorizing facts. Rules described below apply to both what environment the teacher should provide students , as well as the way of leadership and management training of teachers. The teacher should therefore pupils provide a reasonable explanation of new concepts, plenty of time to think about creating answers to his questions and clear instructions on how to look their performances. The teacher should drive instruction through appropriate communication structures, deciding who will be called and offered to pupils good feedback. |
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