What is learning like?
- Content is discovered as belonging to a larger pattern
- Skills are developed to interrogate specific content
How do teachers plan this?
- They curate content by knowing patterns of content
- They introduce relevant skills for specific content.
What happens to the student?
- They discover content and the relevance of its pattern.
- They don’t see the pattern and miss the content.
- They develop skills and its application to content.
- They don’t develop skills and the content loses meaning.
- They learn something else by accident.
How do you organize a classroom:
- to let students discover content at their own pace?
- to address moments when students miss the pattern of the content?
- to let students develop skills at their own pace?
- to address moments when students don’t develop the skill?
- to increase happy coincidences when students learn something else by accident?
What do you mean by accident?
- Serendipity: the occurrence and development of events by chance in a happy or beneficial way.
- (happy) chance, (happy) accident, fluke; good luck; good fortune; prividence; happy coincidence
- from Horace Walpole’s 1754 observation of three heroes who “were always making discoveries, by accidents and sagacity, of things they were not in quest of” in the fairy tale, The Three Princes of Serendip.
What are options to planning learning?
- How can content be organized in small, interchangeable, atomic pieces?
- How can content become self-discovered using what teachers know?
- How can skills become self-developed using what teachers know?
- How can content assessment become self-measured using what teachers know?
- How can skill assessment beome self-measured using what teachers know?