Jesse is a world leader in the integration of the science of learning into formal teaching settings. He is an Adjunct Associate Professor at the University of Lethbridge and Director at The Academy for the Scholarship of Learning. Huge advocate of the science of learning, he provides people with ideas about how they can use it in their classrooms. Jesse holds a PhD in Psychology from the University of Wales, Bangor.
Any discussion about lecturing in higher education is bound to become passionate with proponents going to great lengths to defend their practice but with little or no evidence to support their assertions.
In education one of the most important aspects of being a teacher is self-reflection. Self-reflection in education is looking at yourself and your practice with the view of considering what you are doing, the effectiveness of what you are doing, and planning what you can do in the future to improve your teaching.
I have written several articles about moving through the difficult transition that we are finding ourselves in as we move into the cyber-enhanced world we are increasingly seeing around us. The reality that I see is that the rigidity of the most powerful organizations around us is going to cause unnecessary pain and suffering to untold millions before we fully emerge into the future that is now in plain sight.
Once students have planned where they want their thoughts to go, started their task or problem solving, persisted at getting the work started, they must focus. Focusing attention and concentrating on thinking is a difficult thing to do.
The final one of Halpern’s skills that needs to be learned in fostering higher order thinking skills is consensus seeking. Thinking often brings about differing opinions, interpretations, and evidence from others. The process of drawing conclusions must include the ability on the part of the participants to reach a consensus in order to satisfactorily finish off a project.
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