t’s helpful to know how many ounces are in a pound, but it’s much more important to understand the lack of any transcendent rationale for dividing up a pound that way or for using pounds as a unit of weight in the first place.
it is very helpful to provide reasoning to questions, or background, before asking them. so, students can understand the question and create answers more thoughtfully.
When put in a group, students can see other standpoints to the same question. And it is enlightening to see where your peers stand on the matter.
the curriculum is based on the student's personal interest, besides textbooks.
Kids that are seen as misbehaved are incredibly intelligent because they are questioning authority.
The first response of any thoughtful teacher or administrator when presented with something like the Common Core is not “How do we implement this?” but “Should we be doing this at all? Do such standards make it easier or harder to create lessons where students’ questions are at the center?”
I understand why some teachers may be stuck in this thought process. Because they are so used to the traditional way of teaching, it may be a little out of the ordinary to switch something up suddenly.
I am incredibly fond of this strategy.
The curriculum is centered on kids’ questions.
rather than trying to make your questions too important, make sure the questions the kids are asking get special attention.
This is such a restricted way to "teach" if even.
Progressive education is defined by active and artful adult involvement, which is more challenging than telling kids what to do
What I take from this is that it's easier to demand attention rather than grabbing people's attention. Although it is much more beneficial to try and grab peoples attention.
Even a marvelously gifted teacher can’t always figure out the right question to ask a given student at just the right time
It's okay to not know what questions to ask as a teacher. But even if you don't know the questions to ask, it is a good learning experience for both the students and the teacher.
even more important to elicit their questions
Recently, I've experienced professors "eliciting" questions, and I realized it makes students think harder .
Every minute they’re forced to spend memorizing the definition of a word (“What does nationalism mean?”) is a minute not spent wrestling with ideas
Instead of taking your time creating new ideas, you're stuck trying to figure out ideas that were already created.
I agree with this, but sometimes it's necessary to know the right answer.
pedagogy
what does this mean? lol.
learning spirals upwards.
spiraling upwards. as in it gets better and better the more you figure out ways to ask and answer questions.
it is okay for questions to be more open ended, especially if you want whoever you're asking the question to, to think more critically.
The least interesting questions are those with straightforward factual answers
Ive experienced "fun" questions and then I've experienced these types of questions... depends on my mood to tell you which one fits me more.
And theyarepersistent, resisting distraction and disappointment,accepting the factthatwritingwhat hasn’t been writtenbeforeishUwork,
I resonate with this heavily, because writing what hasn't been written before is a challenge. but all of these attributes could definitely help me be able to create something that hasn't been created before.
So, instead of actually "unlearning" how to do a 5-paragraph essay. This is more about completely resisting the urge to even format your essays like this entirely. And instead put forth the new formatting you have learned.
I believe it may be a limited form due to the fact that you absolutely need to shrink all your ideas into a simple five paragraphs. But sometimes you may have less, or even more ideas than that.
Andfinally,theyarecertain thatno goodessay everuses the wordI.
As a kid, I've been told that essays aren't supposed to feel like you're a "tour guide"