When you are as old as I am, you come to accept that there are few new things under the pedagogical sun and there is a certain agelessness about many good teaching ideas.
“First, students learn best to the extent that they are actively involved with the material, in our case history, reading, interpreting, touching, listening to, feeling, role playing and manipulating it. Second, students learn best when they are confronted with a compelling human historical problem, decision, or personal question. It is best to put the problem into a larger context … that connects with problems, questions, and themes in their own lives. Third, learning occurs in a context of frequent and caring (or lovingly challenging) feedback and occasions for reflection, especially with others. Therefore, small groups. The fourth, and perhaps most important, principle is that every learner makes his or her own meaning by reworking prior learning and experiences in terms of new ones. This means we must find ways of connecting what’s already inside their heads with the concepts, ideas, themes, and yes, even the names, dates, and facts we want them to know.”
O — Objective questions
The O questions identify objective facts relevant to the topic. The key question is: what do we know about this?