by CristinaM. | Jul 24, 2013 | education |
It is no secret that I am against gamification of learning so if you want to argue about it that is not what I intend to here. What I wanted to focus on is one aspect of gamification that seriously undermines education: games related to the world’s most serious...
by CristinaM. | Jul 22, 2013 | activities, inquiry, planning |
As promised, I am illustrating the teaching-learning process through the lens of what students know, do and understand. The planning looks simple and linear but learning is not. TUNING IN 1. PROVOCATION I explained the power of provocations here and also gave several...
by CristinaM. | Jul 21, 2013 | inquiry, planning |
I promised in a tweet exchange with @oldandrewuk that I would blog about the planning process. Below is my thread of replies. Re: Skills (vs) knowledge There is a distinction between prepositional knowledge (facts) and procedural knowledge (skills). The misconception...
by CristinaM. | Feb 24, 2013 | inquiry, vision |
As I am planning for the new inquiry unit I was looking over some of my older notes and thought of organizing them into a chart that some might find helpful. Sure, I could have used the fanciest web tools to make it look nicer but I guess simplicity is often...
by CristinaM. | Feb 22, 2013 | activities, inquiry |
prov·o·ca·tion (prv-kshn) n. 1. The act of provoking or inciting. 2. Something that provokes. Our brain needs it. To engage. To learn. To remember. In an inquiry-centered environment learning provocations abound. They motivate, sustain, invite to future wonder. The...
