| Joy …children need to enjoy learning. As simple as that. It makes sense to *want* to learn. |
Effort…difficulty or complexity of tasks makes us think better. That can sometimes impact the level of engagement. |
| WONDER….encouraging and giving time for children to question; knowledge was historically built BY asking questions and wondering |
KNOW …building knowledge to be able to ask better questions and think better. You DO need to know things in order to think better. |
| Accommodate …how easy should easy be; scaffolding vs. independence |
Empower …go beyond what they *can* to what they *might be able* to do. |
| Freedom…to create and collaborate; playing with ideas, with tools, with others |
Structure…our brain needs it to embed thinking routines; psychological, pedagogical and age constraints come into place |
| Individual…additive, cumulative knowledge; personal traits; introverts/extroverts; a unique view but it can also be limiting |
Group…emergent knowledge; humans as social learners; diversity, openness but also group think, peer pressure, uniformity |
| Process…critical to understanding how children think, say, react; spotting hidden assumptions and misconceptions |
Product… the tangible result of the student thinking and skill; required by external agents (parents, boards etc.) |
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