2. Understanding by Design
0 It is important for teachers to see themselves not only
as designers of activities, but also to see themselves as
assessors
0 Attention to how all the design elements in a unit are
aligned makes the desired results a more likely event.
0 Keeping the end in mind (backwards design) is key to
the UBD unit planning process.

4. Interactive Teaching
0 Interactive teaching involves the students doing more than half the talking
0 Encourages student lead learning
0 Teachers utilise case studies or other support materials including:
0 Total physical responses- studies show when physical activity is
involved students retain more information
0 Utilising competitions and tests- impulse for competition focuses
engagement
0 Pop culture engagement- so students identify with problem
0 Jigsaw puzzle- group work
0 Social network pages- generation used to social media/blogs
0 Teachers need skills in leading discussions, asking well framed questions
and being prepared for follow up questions
0 During the session teachers must keep track of – the facts of the case, the
substantive concepts explained using the case, the process of discussion
(including getting everyone involved, key positions are getting discussed)
0 Interactive teaching challenges students to become involved in discussion-
reflecting on opinions and judgements with peers and teacher

5. 0 Aim of interactive teaching is to draw on the students
experiences. This can be centred on an object such as a
video clip, role play, case study discussion etc
0 Why does it work?- it gives practical shape and illustration
to concepts. The aim is to focus on people as decision
makers so that students can develop and understanding ‘
in the shoes’ of people they may be learning about.
0 Students prefer interactive teaching to traditional lectures
0 Encourages students to organise their thoughts, then
articulate this to the class
0 Benefits include:
0 lack of competition ( all working towards common goal)
0 increasing self esteem,
0 attitude to schooling
0 life skills improve

6. Creative and Critical Thinking
0 Creative Thinking is having the
ability to use your own ideas,
resources and inspiration, to help
you think more creatively
0 Creative thinking is a process
which involves lateral thinking and
brainstorming and is the ability to
generate new ideas and being able
to think spontaneously
0 Creative thinking is exploring
ideas, generating possibilities and
looking for more than 1 right
answer
0 Creative thinking = positive
thinking
•There are 3 main types of creative
thinking which include the following:
•Lateral
•Metaphoric
•Methodology - Creative problem
solving (CPS)
Divide the situation
into two parts both
divergent and
convergent.
50% should be spent
on understanding the
situation.
50% should be spent
on developing a
solution for the
situation.

7. 0 The ability to think clearly and rationally
0 Includes engaging in reflective and independent teaching
0 Understand logical connections between ideas
0 Identify construct and evaluate arguments
0 Solve problems systematically
0 Identify the relevance and importance of ideas
0 Reflect on the justification of ones own beliefs and values
0 The core critical thinking skills are: 1. Interpretation
2.analysis 3. Evaluation 4. Inference 5. Explanation 6. Self
regulation
0 Universal intellectual values of critical thinking: 1. Clarity
2. Accuracy 3. Precision 4. Consistency 5. Relevance 6.
Sound evidence 7. Good reasons 8. Depth 9. Breadth 10.
Fairness

8. Difference between critical
and creative thinking
Critical Thinking Creative Thinking
analytic generative
convergent divergent
vertical lateral
probability possibility
judgment suspended judgment
focused diffuse
objective subjective
answer an answer
left brain right brain
verbal visual
linear associative
reasoning richness, novelty
yes but yes and

9. Project based Learning
0 Project-based learning is considered an alternative to teacher-
led classrooms.
0 Project-based learning emphasises learning activities that are
student-centered.
0 The benefits of PBL include:
- Greater depth of understanding of concepts
- Broader knowledge base
- Improved communication and interpersonal/social skills
- Enhanced leadership skills
- Increased creativity
- Improved writing skills
- Students organise their own work and manage their own time

10. 0 2 perspectives:
- Teacher facilitated- student emphasised, emphasis on
“students doing” e.g. applying skills and knowledge
- Teacher guided- teacher accountability emphasised. Teach
curriculum standards and engage students
0 Both perspectives derived from the same basic question,
who’s in control?
0 Best practice of PBL supports students construct learning for
themselves
0 To inspire the desire to learn from within the student
0 Promotes a shift from teacher activity to student enabled
0 Can develop skills in technology use, inquiry, research,
teamwork and cooperation, communication and content
delivery
0 Potential of PBL to create diversity and introduce awareness.

11. 0 Project Based Learning is an
instructional approach built upon
authentic learning activities that
engage student interest and
motivation
0 Designed to answer a question or
solve a problem
0 A well-designed project provokes
students to encounter (and
struggle with) the central
concepts and principles of a
discipline.
0 generally done by groups of
students working together toward
a common goal
0 skills involved include
communication and presentation
skills, organization and time
management skills, research and
inquiry skills, self-assessment and
reflection skills, and group
participation and leadership skills
0 In short engagement is
made by students:
0 ...have some choice in
deciding what they will
work on.
0 ...plan their own project.
0 ...participate in defining
criteria and rubrics to
assess their project.
0 ...solve problems they
encounter while working
on their project.
0 ...make some sort of
presentation of their
project.