If my curriculum is transdisciplinary, should I just focus on the broader concepts that unite the curricular areas?
Educational ideas and alternatives
A web/blog to share ideas and alternatives around the most successful international constructivist educational systems.
“As a passionate educator and inquirer, I want to offer you the most useful information about new constructivist tendencies, as well as pedagogical strategies that do work. Whether you are a student of Education or an experienced teacher in exercise, here you will find the material to inspire you, refresh your knowledge and hone your skills.”
Three key questions to reach success: What do I want to achieve? How shall I know that I am achieving it? What should I do to achieve it?
How good is basing our classes around interesting experiences only? How meaningful are these interesting activities in terms of understandings?
Why do my students write short and incomplete answers and summaries? How do I encourage them to write more extense and detailed paragraphs?
How do we get our students to write more than one argument without even reminding them? How do you get them to go over more than one source of inquiry independently?
How am I assessing my students? What am I using the assessmet for?
How do we know when our students’ inquiry questions denote mental effort? What level of complexity should inquiry questions have?
How does a rubric that the student can use as an apprenticeship look like? How many criteria should you have so that the student can read, guide and evaluate easily with them?
How often do your colleagues meet for planning? How much of the knowledge, concepts or skills of other subject areas do you include in yours?
How many possibilities can a student have to analyze the same topic? What will they focus on?
Don’t miss our upcoming posts on:
- The action: types and validity.
- The micro and macro concepts.
- Ping-pong and active-listening questions.
- Transdisciplinary collaborative planning.
- ICT in constructivist educational systems, and so on.