Let's face facts. A computer screen offers students neither the warm comfort of peers nor the imposing brow of an instructor to encourage them to show up. We have to manufacture that motivation elsewhere to inspire students to virtually attend class and provide a means for them to be proactive in their learning.
"Having essential questions drive curriculum and learning has become core to many educators' instructional practices. Grant Wiggins, in his work on Understanding By Design, describes an essential quetion as:
A meaning of “essential” involves important questions that recur throughout one’s life. Such questions are broad in scope and timeless by nature. They are perpetually arguable – What is justice? Is art a matter of taste or principles? How far should we tamper with our own biology and chemistry? Is science compatible with religion? Is an author’s view privileged in determining the meaning of a text? We may arrive at or be helped to grasp understandings for these questions, but we soon learn that answers to them are invariably provisional..."
This is a continuation of the 'Everything you know about curriculum may be wrong. Really' that I scooped yesterday. (Both by Grant Wiggins) In this post he continues to look at "an explosion of educational innovation" (which began in the 1930s). Along with Ralph Tyler (whom he brought up in his first post) he also presents work from Harold Fawcett, Hollis Caswell, and John Dewey. This post looks at the concepts of curriculum scope and sequence, with a focus on sequence, and if it is 'logical' or 'psychological'.
“notes from the researchers at findingDulcinea”The first few weeks of school are bittersweet; they mark the end of summer and yet a return to what teachers love to do: make a profound impact in the lives of students.Here are our favorite 9 videos to inspire teachers at the start of a school year:
Via Dennis T OConnor
"I really like Driving Questions. In fact, I like them so much more then Essential Questions. You might ask why? I think it just might be my affection for the revised Bloom’s Taxonomy. You may remember that in the revision the different levels were changed into action."
"Those of us promoting the use of rubrics over the past 20 years can now smile and take satisfaction in the fact that the term is now familiar and the use of rubrics is commonplace world-wide. Alas, as with other good ideas, there has been some stupidification of this tool. I have seen unwise use of rubrics and countless poorly-written ones: invalid criteria, unclear descriptors, lack of parallelism across scores, etc. But the most basic error is the use of rubrics without models. Rubrics are too vague and nowhere near as helpful to students as they might be without models to validate and ground them." | by Grant Wiggins
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