Teaching for effective learning3.3 Explore the

construction of knowledge

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Do they know individuals and groups have their own unique perspective on the world?

Do they try to see things from someone else’s point of view?

Do they listen closely and carefully to other people’s ideas?

Do they wonder why someone might think that way?

Do they consider how someone else might see something?

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Are they able to identify bias?

Can they see things from different perspectives?

Do they look at different ways of recounting the same event or information?

Do they understand how language can be used to filter ideas?

Can they critically analyse information?

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Can they compare and contrast cultural understandings?

Can they see things in historical perspective?

Do they understand their birthplace can determine their outlook on life?

Do they realise that language reflects how a culture sees things?

Do they look at art and medical practices, for example, and see social change?

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Can they see how each discipline has its own focus?

Can they identify a scientific, humanitarian, socialogical, artistic point of view?

Do they understand how different disciplines approach the exploration and expression of knowledge?

Can they see how different interests are being served?

Can they see strengths and weaknesses in a subject based approach?

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Do they have an understanding of the past and present?

Do they know knowledge and ideas have changed over the centuries?

Can they see how we have developed our understanding of the world ?

Do they know how different ideas from different cultures have contributed to our current world understanding?

Do they understand how experience is a great asset?

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Do they actively compare beliefs and perspectives with others?

Do they know how to comfortably engage with others?

Can they justify their position and point of view without feeling threatened?

Do they listen carefully to others?

Can they stand in someone else’s shoes?

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Do they know the difference between fact and opinion?

Do they know how to verify information?

Do they know how to get the correct information?

Are they familiar with a number of search engines?

Do they know whom to ask?

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Do they know how to critically evaluate information?

Can they identify reliable sources?

Can they locate reliable data and information?

Can they see how views change from one era to another?

Can they see whose interests are being served?

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Do you challenge what they don’t know?

Do you show them where their knowledge gaps are?

Do you demonstrate the value of filling those gaps?

Do they ask questions to fill in knowledge gaps?

Do you encourage looking at things from all sorts of angles?

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Do they know how to give feedback?

Do they have strategies for discussion?

Are they able to challenge ideas in a calm, considered manner?

Do you create safe feedback tasks?

Do they have strategies for giving feedback?

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Do they know how to challenge ideas in a non threatening way?

Do they know how to ask difficult and complex questions?

Do they understand cultural sensitivity?

Do they have different ways of asking which match different social situations?

Do they understand dignity and decorum?

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Do they know how to rethink their ideas?

Can they see how a text represents someone’s point of view?

Can they detect target audiences?

Are they able to draw on real life experience?

Can they establish what has been left out?

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Do they know how to clarify their thinking?

3 ideas they want to discuss

2 questions they want to ask

1 action they want/need to take

Do you supply graphic organisers?

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Do they know knowledge is open to question?

It is shaped by culture

It is shaped by experience

It is shaped by the era

It is shaped by language

It is shaped by purpose

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