Especially when educators include significant amounts of deeper, active, and authentic activities in their classrooms, there is frequent need for students to be reminded of how to perform certain tasks or to solve particular problems. This need often arises at different times in different students as they study independent inquiries, therefore demand is irregular and Read More
Category: Teaching & Learning
A Secret About Curriculum and a Message for Students
Education is fundamentally an endeavor grounded in guesses. Well, that may be hyperbole, but our curriculum is a guess at what our students may need to know for their future. We really can’t know what they are going to do, how things are going to change, or what we missed that we should have taught. Read More
Why We Scaffold
38: Why We Scaffold | RSS.com Scaffolding is the term used to decribe a particular type of support for learners that are built into the lesson. Exactly what kinds of support is provided depends on the nature of the curriculum and task within the curriculum as well as the intent of the lessons. Wood, Bruner, Read More
Elevator Pitch on John Dewey
John Dewey, the American philosopher is often credited with differentiating traditional from progressive education. In general, traditional education approaches the curriculum as a known collection of content, and teachers select a path through the content, ensuring students learn by rewarding expected answers and correcting inaccurate answers. Progressive education, on the other hand, is designed to Read More
Passing, Practicing, Progressing
As educators, we have our students’ future in mind. I am resisting the urge to write about the misguided strategy of adults looking to their past to predict students’ future. I am writing instead about the timelines wise educators use when they are looking towards students’ futures. We really should be concerned with three futures. Read More
On “Good Teaching”
Educators seem to view their practice as one of two evolutionary processes (here I am using evolution in the sense of change in a recognized direction). It is either: Those who have been in the field for more than a few years, will point out that these two often happen in cycles. The same change Read More
Elevator Pitch on Expertise in Education
Expertise arises from both knowing about the field and experience solving real-world problems in the field. In traditional classrooms, the teacher is the individual who has the greatest expertise in the field, and hence is the community’s expert. Increasingly, educators are sharing the role of the foremost expert in the classroom community.
Tacit Knoweldge
Philosopher and scientist Michael Polanyi used the term tacit knowledge to describe understanding that is implicit and difficult to state with precision. For this reason, tacit knowledge cannot be stated as an algorithm, so it cannot be downloaded to digital devices. According to Polanyi, tacit knowledge is necessary to frame a problem, to develop a Read More
On Test and Assessments… A Meandering Response to a Social Media Push
I posted on social media recently: Can educators devise assessments that can predict how students will develop rather than what they did? I was pushed to explain myself and that got me thinking what exactly I meant. So, here goes! We all know the culture of assessment in education. We are charged with documenting what Read More
Cognitive Load Theory: Brief Definition
Cognitive load theorists recognize three types of cognitive load: Intrinsic cognitive load is associated with the learner thinking about the information and the task. Intrinsic load does increase as the task becomes more complex, but steps to break the task down into parts and the use graphic organizers (for example) to help store and organize Read More