I am in “redesign”, trying to tailor learning for an elementary school next month. While thinking about what parts they might need or want, I realized my focus should be (not only that BUT) :
How can I structure the day and design learning experiences that help them go from theory to practice?
David Wees , a Formative Assessment Specialist for Mathematics at New Visions for Public Schools in NYC wrote a succinct article: What are effective learning experiences for educators? He created a list of learning experiences for educators and put them on a continuum (below).
Recently, I wrote about the importance of teaching “the whole” and not just the elements or “parts”. Learners need to put legs on new ideas by integrating them with what they already understand. Afterwards, doing something with this new understanding is important.
As a facilitator for adult learning:
I used to think teaching was about communicating the elements .
Now I think telling isn’t teaching.
I used to think all of the elements=the whole
Now I think the whole lives inside the learner;
If we don’t allow educators time for inquiry into their own practices, learning may not happen in ways that create change.
Less content, more inquiry.