For example: Groups of students in a science class are
discussing a problem in physics. Though the teacher knows the "answer" to the problem, she focuses
on helping
students restate their questions in useful ways. She prompts
each student to reflect on and examine his or her current
knowledge. When one of the students comes up with the
relevant concept, the teacher seizes upon it, and indicates
to the group that this might be a fruitful avenue for
them to explore. They design and perform relevant experiments.
Afterward, the students and teacher talk about what they
have learned, and how their observations and experiments
helped (or did not help) them to better understand the
concept.
Nigel Coutts on 09 Nov 20"Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan Press On! has solved and always will solve the problems of the human race." ― Calvin Coolidge Growing up, I had a copy of this quote on my wall. It is one of those things that stuck with me over the years. For a long time I might not have truly appreciated its wisdom. Now as a teacher in times of volatility, uncertainty, complexity and ambiguity, its significance seems to have grown. When we can instantaneous consumers of the all of the worlds information, as we access anything and everything at the speed of light, how do we learn the value of persistence?
