According to GK, motivating and engaging students is the goal of most teachers to receive instruction, or otherwise to align themselves with a pre-set-up process that they have outlined that they hope will result in a learning goal that they have previously selected.
Students can learn when they are required to start, increase the pace, and finish, revisit. But what kind of conditions or contexts promote effortless learning? Learning when they don't even know it's happening? When they are (essentially) deluded in deep understanding?
How does this happen, especially when you have a very specific daily learning goal that you are trying to meet in the pursuit of an academic level? That's where curriculum mapping, learning models, and lesson design come in. For now, consider the following events as examples.
This is a fundamental change in the learning process. The most common approach is to ask a question in the hope of perhaps causing thought, or provoking an accurate response. There may also be projects, where students eventually combine skills and both procedural knowledge to create and/or fulfill the requirements of a project. All of these require thought, but all within the framework or under the scrutiny of the teacher and planning. It is a matter of order.
30 ways to help students think for themselves
- Let them see your predictions
- Form theories, and immediately test and revise the theories based on observation
- Let them read the choice, without guidelines or external pressure
- Playing with the content or dynamic learning tools
- Let them see the parts of the whole, and the whole of the parts
- Help them realize the interdependence between the content and themselves
- Make sure they are motivated to know themselves
- Help them to serve others, and learn to value themselves and their own human usefulness in the process
- Help guide writing about something complex, personal, emotional, meaningful, or seemingly trivial
- Allow navigation in "unfiltered" sources of information
- Encourage them to start separating basic epistemology with differences between information, knowledge and wisdom
- Help them try to transfer knowledge
- Allow them to practice in the company of some kind of feedback loop
- Teach them to make mistakes through no fault of their own
- Help them explore something they see as mysterious, untamed, or socially "nullified"
- Teach them to try to find common ground between the apparently disparate positions
- Make sure they think often about complex ideas or situations
- Let your mind wander
- Encourage them to play video games or learning simulations
- Teach them to set goals with extrinsic or intrinsic rewards
- Ask them what they represent, and why
- Help guide the recognition of nuance in other people's thinking
- Help them honor the limits of human knowledge
- Make sure they have meaningful options at every step
- Ensure that they are supported in their own direct self-learning
- Help them see the value of their own performance
- Give them personalized direct instruction
- Help them honor uncertainty
- Make sure they are able to establish their own relevance to the content
- Encourage them to ask their own questions, and then ask better questions
