3ZT incorporates a flexible time allotment
for each lesson. Lesson content
and specific directions that allow students to experience sequence in a more
natural manner as opposed to “out of context” drill and skill procedures most
students cannot relate to, much less learn from. In addition, 3ZT prepares students
for various testing situations in the classroom and on national levels.
Students join in conversation more readily, their self-esteem is raised due to
transformative incremental achievements, and apparent academic advancements,
they learn how to take personal ownership in the learning process, and they
become involved in lesson planning from beginning to end. The
3ZT framework offers a viable
option for underachieving students to experience valid feelings concerning
achievement. It involves
the use of -
Metacognition
– when students explore thoughts about their own thinking and the factors that
influence thinking.
Schema –
when students reflect on the underlying framework of their past experiences and
attempt to find connections with information presented in class.
Scaffolding
– when students skills are elevated by means of supportive efforts from the
teacher and classroom peers.
Student
ownership of learning – when students are encouraged to participate in planning
what they learn and implementing parts of the lesson.
Student’s
choice of curriculum materials based on real world resources – when students
creatively interject and negotiate materials used for lessons covered in
class.
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