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10 rhetorical questions to create new learning ideas Canada Education

by Terry Heick

Lately I’ve narrowed some of the practices and structures in teaching and learning.

This squint is less about efficiency or performance, but rather about the effect of each piece – a kind of causal analysis. This is the cause and it could have been This cause.

Trying to imagine what would be different if we did it instead, I was amazed at how education has committed itself to a small handful of models given so many options. Was it because we found the magic formula and are in an era of simple refinement in 2020? That we know what works, and now it’s all a question of optimization?

That was when teachers only listened and did what they were told and used #edtech and followed the script and when parents read aloud to children and when poverty was not an issue and when classrooms were more inviting and we only used the data that stared our face that everything would somehow merge?

So this list. Other ideas for learning. I’m not saying that one of these ideas is good or even the least feasible. I’m not saying that they aren’t downright destructive, curious intellectual atrocities that would put education back in the dark. I just wonder what would happen.

10 rhetorical questions to create new learning ideas

What happened ifStudents only learned through networks?

Peer-to-peer, school-to-school, local, global, digital, physical – whatever.

Maybe the students were simply strategically grouped according to a number of characteristics – interests, geographic location, creativity, or just randomly? That one school day was about turning on a mobile device and seeing what others were doing like a huge, informal think tank?

Or maybe the students could even choose their own reasons for grouping, and the only requirement was that all communication, process, and product be socialized and published. No curriculum, no exam, no pushing or pulling by adults.

Let’s say this happened to all students after 5 yearsth Class – middle school forward. What would happen? Would these networks make introverted students fail? Would they transform into a digital form of Lord of the flies? Wouldn’t these networks immediately give adult credibility? everything because the teachers weren’t up front anymore?

What happened ifStudents learned in a basic reading and answer pattern?

And that was it. Or they read, tweet, record vlogs for their YouTube channel, blog – just create * something * as a result of their reading. Teachers became Google-based librarians who helped students find things that they could read or things that they could do based on their reading.

Just read – maybe within a frame or a reading list or all by yourself – and then did you do something? What would you do? What would you read and why? Where would the book recommendations come from if not teachers? What would this process of building paths to books and blogs and things worth reading – and then producing something from them – do for the student in the long term?

Would the students fall behind? And what exactly would they fall behind? Who or what would be “ahead”? Students who have studied traditional academic content in a traditional way?

Are you ahead now?

What happened ifDid students get learning goals and simple templates to create their own units?

And then a constant catalog of digital tools to practice with and “study appointments” with teachers to achieve the goals when everything else failed and could not progress from one level or area – like a video game – until they had mastered it before .

Would they just sit there and drool and act unsuspectingly? Would that be pedagogical misconduct? Would you create interesting learning paths that fit you perfectly? Would you choose a job that is “too easy”? Cut? If so, would passionate and self-directed pursuit of separate, simple work be more or less worthwhile than the industrialized cognitive food they received?

(Serious question. Could be worse.)

What happened iftudents learned entirely from existing ingenious models?

Models that convinced themselves – and then “answered”?

The Eiffel Tower. A Shakespeare sonnet. A Bugatti Veyron. A particle accelerator. A desalination machine. A field of fertile topsoil. A sculpture. An act of kindness. A painting.

They got a “thing” and had to do something with it. Had to deconstruct it somehow – find genius in genius – and then use that idea alone so that her eyes sparkle. No rubric – it didn’t matter how ambitious they got. It was the teacher’s job to help them understand and understand the possibility themselves, but what they did and did was “theirs”.

What if students learned from evolving questions?

You give them a question and they take that question as a framework for thinking. The question should contain certain design elements, such as B. An essential question that requires you to think, pause, answer, iterate, answer, iterate, etc. to pounce on a tight set of ever better questions. And only stopped as if they were feeling moved, as if they were leaving the expressway?

Is it enough to learn only through questions? Existing models of learning value react to the work. Reply. “Solutions.” What would happen if we valued questions more? Would a classroom turn into a dark toy of pun and absurdity? Pure rhetoric and semantic gimmicks, like a certain historical gadfly?

What if the students only studied one thing at a time?

And every minute of every day.

What happened ifTudents created – or created – learning mixes of certain ingredients?

And each ‘class’ was a mix? See Combination learning, for example.

Imagine that every mixture is a mixture of critical components of learning. First we would have to determine these ingredients. Collaboration, compelling content, digital tools, questions, workflow templates, texts, learning taxonomies and more. Perhaps a personal – and local – need to understand? What could these open but framed learning experiences look like?

A poem + evaluate + social upheavals in the 1960s in the south

Any geometric shape + existing architecture in New York City + Minecraft

The Mariana Trench + smartphone + 90-second documentary

Twitter + social marketing expert + local problem that needs visibility

If you haven’t worked with learning mixes, this seems a bit confusing. In fact, it is a bit confusing if you have. We wrote about it in the past – learning mixes and Combination learning are essentially the same things.

What if iEarning began – and could not be continued without – an intense need to know?

Speaking of “need to know”, what if all learning started there – for each student personally. A concrete and immediate need to understand something was formulated for each student based on their own context, history, and circumstances.

This would not just be a matter of curiosity or of a teacher “hiring” a student to pursue a standard. The need to know is urgent enough that the teacher can create it and then immediately shift its role to a resource of resource and support.

What happened ifStudents could create and share their own learning playlists that build on each other?

That they somehow felt the extraordinary need to create – and then perform – playlists catalyzed by peer pressure? A bit like a modern academic trying to “publish” to drive conversations – or just to get peer approval? What would these playlists look like? How would they be shared? What would teachers do to serve students?

What if eThe actual step in the learning and collaboration process was curated.

Everything they said, wrote, created, etc., in audiovisual or physical form. Podcasts, videos, documents, etc. And then they had to organize them elegantly and convincingly and share them with family and friends.

What if all learning was a question of citizenship?

something like this– Striving for self-knowledge in order to be able to work and live better from moment to moment.

Conclusion

The idea here is not to say that one of the above thoughts is “good”, but rather an overly wordy hope that we might be willing to think about teaching and learning as a matter of the clean sheet design where it is are not sacred cows. And continue trying to understand the cause-and-effect relationship between This Strategy on The College student.

10 new ideas for learning; 10 rhetorical questions to create new learning ideas

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