Chapter+3+Rap

__**Chapter 3 Rap**__ __**Audrey:**__ Creative Thinking: complex thinking that requires effort and produces valued outcomes. These outcomes are not predictable because the process of higher-order thingking is not mechanical. Types of creative thinking: - Divergent thinking- starts from a common point and moves outward to a variety of perspectives. Ask open-ended questions. - Convergent thinking- a type of thinking that attempts to being together thoughts from different perspectives in order to achieve a common understanding or conclusion. Use sound reasoning and common sense. - Innovation- a type of divergent thinking that aims to produce something that is original and of value. Generate ideas, hypothesis, possibilities, and new solutions. - Critical thinking- a type of convergent thinking that determines the validity or value of something. Precise, persistent, and objective analysis. - Inductive thinking- a type of reasoning that moves from parts to the whole, from examples to generalizations. Observing patterns. - Deductive thinking- a type of reasoning that moves from the whole to its parts, from generalizations to underlying concepts to examples. 1)__Learner Autonomy__ -//scaffolds//- external supports for learning or solving problems. 2)__Active Learning__ -needs to be accompanied by both reflection and articulation -//transfer//- newly learned knowledge used in new situations. 3)__Holistic Activities__ -//real contexts//- learning environments that allow students to solve actual, complex problems. 4)__Complex Activities__ -//authentic intellectual work//- how students should work within that context. -Characteristics of Authentic Intellectual Work 1)construction of knowledge 2)disciplined inquiry 3)value beyond school. 5)__Challenging Activities__. -//lexiles//-a scale that measures the difficulty of reading material to student ability. Characters of Directed instruction 1. Materials and curricula are broken down into small steps and arranged in what is assumed to be prerequisite order 2. Objectives are stated clearly in terms of learner outcomes or performances. 3. Learners are provided with opportunities to connect their new knowledge with what they already know 4. Learners are given practice with each step or combination of steps. 5. Learners experience additional opportunities to practice that promote increasing responsibility and independence (guided and/or independent; in groups and/or alone). 6. Feedback is provided after each practice opportunity or set of practice opportunities. Components of Authentic Instruction Types of Methods
 * __Walker:__**
 * 5 Characteristics of Authentic Instruction**:
 * __Julianna:__**
 * __Kevin:__**
 * __Heather:__**
 * __Charlie:__**
 * 1) Learner Activity
 * 2) Active Learning
 * 3) Holistic Activities
 * 4) Complex Activities
 * 5) Challenging Activities
 * 1) Problem-Based Learning
 * 2) Discovery method
 * 3) Inductive Method
 * 4) Role-Play
 * 5) Simulation