By: Kristen Nordmeyer
As a former secondary history teacher (and a UbD “graduate”, trained by Grant), I can only add that frustration sets in quickly when faced with the chaos (Wheatley’s theory resonated with me in grad...
View ArticleBy: dwees
In Mathematics education, we could speak of the difference between <em>doing</em> mathematics and <em>learning about</em> what mathematics other people have developed. I'd much...
View ArticleBy: John Myers
I remember, Grant, after you proposed a radical rethinking of course design thinking, “Yes, for history that would be both possible and important, part to make it more interesting and relevant to...
View ArticleBy: adamfachler
As with most of the radical ideas you propose (“radical,” in that they seek out education’s roots) you propose, I am fully on board. However, I am seeking a few clarifications about my role during...
View ArticleBy: Anna Maria Gaylord
I have been a horribly boring math and science teacher for many years. I work really hard (much harder than my students). I’ve tried new curriculums, I try to find engaging problems and find problems...
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