{"id":3214,"date":"2014-03-05T07:48:26","date_gmt":"2014-03-05T12:48:26","guid":{"rendered":"http:\/\/stager.tv\/?p=3214"},"modified":"2020-07-25T18:58:29","modified_gmt":"2020-07-25T23:58:29","slug":"and-then-beta-may-be-improved-later","status":"publish","type":"post","link":"https:\/\/stager.tv\/?p=3214","title":{"rendered":"…and then? (beta – may be improved later)"},"content":{"rendered":"

I am always looking for ways to help teachers be more intentional and create deeper learning experiences for their students. Today, through the haze of Bombay Belly, I had an epiphany that may help you in similar learning situations.<\/p>\n

Authentic project-based learning is in my humble opinion incompatible with curricular tricks like, Understanding by Design<\/a>, where an adult determines what a children should know or do and then gives the illusion of freedom while kids strive to match the curriculum author’s expectation.<\/p>\n

I view curriculum as the buoy, not the boat and find that a good idea is worth 1,000 benchmarks and standards.<\/p>\n

Whether you agree with me or not, please consider my new strategy for encouraging richer classroom learning. I call it, “…and then?”<\/strong><\/p>\n

It goes something like this. Whenever a teacher asks a kid or group of kids to participate in some activity or engage in a project, ask, “..and then?” Try asking yourself, “..and then?” while you teach.<\/p>\n

For example, when the kindergarten teacher has every child make a paper turkey or a cardboard clock, ask, “…and then?” This is like an improvisational game that encourages\/requires teachers to extend the activity “that much” further.<\/p>\n

You ask first graders to invent musical instrument. Rather than being content with the inventions, ask, “…and then?” You might then decide to:<\/p>\n

    \n
  1. Ask each kid to compose a song to be played on their instrument<\/li>\n
  2. Teach their song to a friend to play on their invented instrument<\/li>\n
  3. The next day ask the kids to play the song they were taught yesterday from memory<\/li>\n
  4. When they can’t remember how, you might ask each “composer” to write down the song so other players can remember it<\/li>\n
  5. This leads to the invention of notational forms which can be compared and contrasted for efficacy or efficiency. This invention of notation leads to powerful ideas across multiple disciplines.<\/li>\n<\/ol>\n

    I think, “…and then?,” has application at any age and across any subject area.<\/p>\n

    Try it for yourself and let me know what you think!<\/p>\n","protected":false},"excerpt":{"rendered":"

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