I love the video. I think the only reason why grading works and genuine learning is eschewed is because grading is comparatively easier! Imagine universities pouring through e-portfolios of students, trying to decide who qualifies. They'll certainly earn their salaries :)
This post is the third of our blog post series on how to design lessons for conceptual understanding. Part 1 here Part 2 here Strategy 3 : Generalizations You may have come across Lynn Erickson's diagram on the structure of knowledge. In my IB workshop's I always like to present the avocado model alongside this diagram when I am talking about facts. The intention of inquiry-based teaching and conceptually-driven understanding (or Concept-based inquiry- whatever terminology suits your fancy) is to enable students to make generalizations. In other words, can they transfer their learning to a new context because they have understood what they learnt. In order to make generalizations, we need to first plan lessons that help students acquire facts/topics that are interesting and worth knowing. Bringing in local and global issues that are relevant to the topic help students as they begin to compare the topics and see emerging patterns. Remember, facts and concepts have a syn...
Hey Naini,
ReplyDeleteSorry to leave an off-topic comment, but I couldn't find any other way to contact you through the blog and I wanted to ask about a guest post. Please drop me an e-mail!
Thanks,
Lindsey