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March 7, 2010

10 Comments Post a comment
  1. Mar 8 2010

    Dude. Awesome. How’s that for deep understanding? 🙂

    Good examples of how it can be practical to make those connections with the things we do, and how they enable the long-term thinking and processes for students. I’m starting to get it. Being explicit means never having to answer “Why are we doing this?” because the students should know right off the bat that they are learning something that is of value beyond just the immediate task at hand. It reminds me of when students asked me in math class, “When will I use this again?”. I answered, “Never, but that’s not the point, you’re working your brain to make it better able to solve problems that you WILL encounter later on.” Seemed to make them think a bit about it. I hope. 🙂

    • pskillen
      Mar 8 2010

      Nothing like an ‘aha’ that is said with “Dude. Awesome.” 🙂 Love it.

      I always have struggled with what has to be explicit, and when implicit is good enough. I prefer to err on the side of explicit – as you do with your comments to your students.

      Would love to watch you teach. I know I’d learn a great deal.



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