We design backward from human knowledge, in other words, and we sequence
knowledge in ways that suit the learner’s prior and current knowledge. What else
could a curriculum be?
Well, this works fine if the present is just like the past; if ideas turn into
competent action automatically; and if theory, not effects, matters most.
suppose today’s content knowledge is an offshoot of successful
ongoing learning in a changing world – in which ‘learning’ means
‘learning to perform in the world.’
learning in a changing world – in which ‘learning’ means
‘
knowledge is the growing (and ever-changing) residue of the main activity of
trying to perform well for real.
The point is to do new things with content, not simply know what others know
the point of learning is not just to know things but to be a different person
but I learn based on the attempts to perform and feedback from trying
Conventional views of curriculum and instruction have no good explanation for
it.
What is the aim of any curriculum?
In games (and in life), I begin with performance challenges, not technical
knowledge. I receive no upfront teaching
Knowledge is an indicator of educational success, not the aim. Thus,
the conventional view of curriculum and the process of conventional curriculum
writing must be wrong:
Robert Baker, from Cincinnati Country Day School, wrote a recent article for AALF, Removing Constraints. Here is a video of a presentation I saw him do - the one that sold me on digital ink and tablet PCs.
Robert Baker, from Cincinnati Country Day School, wrote a recent article for AALF, Removing Constraints. Here is a video of a presentation I saw him do - the one that sold me on digital ink and tablet PCs.