If we want children to remember what they learn, we need to stop planning activities and start designing how we want them to think.
Thanks for these 2 articles. My process is always about ‘how can the children now use this knowledge/practice it?’, and these 4 distinct categories can short-cut and structure my process. Looking forward to trying it out.
Exactly. In part 1, I speak about organising and then using knowledge (performance).
Thanks for these 2 articles. My process is always about ‘how can the children now use this knowledge/practice it?’, and these 4 distinct categories can short-cut and structure my process. Looking forward to trying it out.
Exactly. In part 1, I speak about organising and then using knowledge (performance).