Obviously this is an approach that would need to be validated (hopefully by some measure more robust than 'learning outcomes' as measured by test scores). But it's interesting and intuitively appealing: "If I were to boil down the most essential change I made – the one that made a significant difference in outcomes – it was this: I asked students to explain their thinking." This is in line with a lot of what I've read about having students reflect on their thinking, and specifically, not about what they were doing or trying to do, but why they were doing it this way.
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