Chapter 2 Brain Rules Survival - 48 views

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  #1 Lisa Durff on 27 Jul 08

   

  In reading Chapter 2, it occurs to me as an educator that there is a need for both breadth and depth of knowledge which I may not be addressing adequately. How can I facilitate deeper study while also covering the breadth of a topic which is required by my school?

   

  <div class="cArrow"> </div><div class="cContentInner">In reading Chapter 2, it occurs to me as an educator that there is a need for both breadth and depth of knowledge which I may not be addressing adequately. How can I facilitate deeper study while also covering the breadth of a topic which is required by my school?</div>

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  #2 Marie Coleman on 28 Jul 08

   

  Just talking about that with a colleague today! I think we need to weigh much heavier in depth (since most of what I see in schools today is the breadth - 'cover the standards' mentality) - if nothing else, it would help teachers and students focus on the learning more so than the "school"! Do you utilize UBD? If done well, it forces the teacher to really think about and plan for the depth, while still allowing for an interdisciplinary (which I think is a major key for the balance of breadth/depth) approach which can bring breadth.
  
  mrs durff wrote:
  > In reading Chapter 2, it occurs to me as an educator that there is a need for both breadth and depth of knowledge which I may not be addressing adequately. How can I facilitate deeper study while also covering the breadth of a topic which is required by my school?

   

  <div class="cArrow"> </div><div class="cContentInner">Just talking about that with a colleague today! I think we need to weigh much heavier in depth (since most of what I see in schools today is the breadth - 'cover the standards' mentality) - if nothing else, it would help teachers and students focus on the learning more so than the "school"! Do you utilize UBD? If done well, it forces the teacher to really think about and plan for the depth, while still allowing for an interdisciplinary (which I think is a major key for the balance of breadth/depth) approach which can bring breadth. <br /> <br /> mrs durff wrote: <br /> > In reading Chapter 2, it occurs to me as an educator that there is a need for both breadth and depth of knowledge which I may not be addressing adequately. How can I facilitate deeper study while also covering the breadth of a topic which is required by my school?</div>

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