I’ve found myself engaged in three different conversations about handwriting this week, so I thought I’d offload some of my thoughts here. 1. Cursive This one, granted, is an ongoing debate among teachers as a whole, not just a conversation I’m having, but it has been brought back to the fore lately on the backContinue reading “Conversations about Handwriting”
As the old adage goes: “Opinions; everyone’s got one!” (That’s the clean version, of course!) But it’s not just *what* opinions you hold that matters; it also matters how you got them. One important distinction that I’ve always been very conscious of is between Formed opinions and Received opinions. Formed opinions being conclusions that youContinue reading “Are you a Conquerer or an Explorer?”
I recently had a conversation with some teachers about rules in the classroom. I started by asking them what rules they would establish in their classrooms, and I gave them some time in groups to write up their lists before comparing and discussing and narrowing them down to a single list that all groups agreedContinue reading “Conformity or Respect?”
I’ve written many times about the problem of learning styles, but today I want to examine a new wrinkle in the old problem. 1. Learning Styles as an approach to teaching has been thoroughly disproven and debunked. Yet still somewhere between 50 and 80% of teachers believe that it is real and should form theContinue reading “The Layered Trouble with Learning Styles”
The idea of “going gradeless” is still new to most teachers, and still not attractive to many. But it is growing in popularity quite rapidly, and an increasing number of teachers now agree that a no-grade approach to teaching and learning is something like an ideal. However, many teachers also consider it one of theContinue reading “The “No Grade” Paradox”
Having heavily interconnected schema is a very powerful way of both remembering new things and applying knowledge in novel ways. In this post, I’ll explain both of these points in more detail.
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