Teaching Students to Think Through the Content of the Course or Discipline
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Teaching Students to Think Through

the Content of the Course or Discipline


5 April 2019 Friday


To Be Advised


9.00AM to 5.00PM

Closing Date:

26 January 2019 Friday


S$550.00 per participant. If 2 or more participants from the same school/organization attend the same workshop, the discounted fee will be S$500.00 per participant for that particular workshop. Fees are subject to GST and include all training materials, 2 tea breaks and a lunch.


Click here to register for the workshop

Other Information:

Registration is on a first-come-first serve basis. No refunds will be made for cancellations or in the case of absentees. The Academy accepts replacements for registered participants who are unable to attend for whatever reasons.


Workshop Description

Learning to grasp, think through, and understand deeply the content of a course or class, both theoretically and empirically, within a discipline is essential not only to learning its most important content but also to internalizing it as a dimension of lifelong thinking and learning. Students should enter each course, therefore, prepared to internalize theory as well as to analyze and evaluate information.

Unfortunately, we know all-too-well that students are not so prepared, but look to us to spoon-feed them "important" bits and pieces of stuff to memorize for the test. Few students know how to isolate, or learn, important theories or important data. In this workshop, participants will learn how to put these two important dimensions of thought into a discipline-comprehensive perspective, design assignments, and foster student self-assessment in these important modalities of thought.-

Participants will:

  1. identify the fundamental and powerful concepts underlying the content of the course or class;
  2. restructure the content so that students can process it both theoretically and empirically;
  3. identify the central question of the course, class, discipline, or content area;
  4. construct a model of student reasoning through the central question.