All tagged 620 Learning Theory
So, if the typical classroom is made for listening, what then would my problem-based, amorphous, flexible, energetic, chaotic classroom be made for?
Can you really have a movement if the people who start it have not defined themselves in contrast to the prevailing ideal with sufficient clarity to justify movement?
Our explorations may already be over-simplified, over-generalized and over-stepping the bounds of what we can actually learn from what we measure.
Perhaps taking passionate, more-convicted-than-you-could-possibly-be stands that move the discipline forward is worth looking arrogant, short-sighted, and foolish several decades down the line…
Lately, I feel as though I have been learning without thinking. Like I go directly from reading to writing because my schedule won’t allow for pause and sleep (and my body demands sleep.)
...or... "If I Were a Middle School Teacher..."
Even as we look at beautifully-created Excel graphs that expertly bring home the enormity of the first-lesson-drop-off effect, I hear echoes of Andre the Giant in the Princess Bride; “I’m not sure that means what you think it means.”
The more I think about it, the more complex it seems, the more implications I am forced to explore, the harder it is to wrap my brain around it.
I know I said a couple months ago that I was repenting. I changed my mind. The reason is fairly straightforward: programming makes me feel stupid.
Kristen Cox is a vibrant, engaging woman—disarmingly confident in front of a crowd. She’s been an educator, a politician, an advocate and is currently raising both a teen and a toddler. Oh, yeah, and she’s blind.
In the realm of learning, questions are what bring people together, what they interact around, what stimulates conversation, debate... value creation. There's no reason to gather around content. Content itself is inert.
"So, SaraJoy, you've just completed your first major edit to a Wikipedia article. How do you feel?"