Ways that Teachers Think about and Use Time in the Classroom

Teaching holds the tension between certainty and ambiguity. When teachers plan units and lessons, we draw upon our craft knowledge to design a series of experiences with logic, flow, coherence, and outcomes, to name a few aspects. And teaching is ambiguous at the same time because in the course of a lesson, students respond in […]

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An Inquiry into Time, Thought and Identity

Metacognition within perceptions of time and self mediates attention. As an approach to learning skill, metacognition involves knowledge of cognition, which allows a person to actively control thinking during the thinking process. Hence it is often defined as “thinking about thinking.” Approaches to learning such as ways to monitor understanding, evaluating process and progress of […]

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Engaging conceptual dialog through lesson design

A student’s reflection recently illustrated how performance of understanding can emerge as a conceptual dialog between teacher and student. In this Arts inquiry, the Key concept is creativity and the Related concepts are expression, boundaries, narratives. The unit’s Global context is Identities and relationships, framing the learning around building expressive skills for performance, requiring the actor to […]

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How do you know when a fact is a fact?

Continuing with our inquiry into the ways of knowing, let’s read this text which posits that it’s hard to know when a fact is a fact. While reading, note the following: What is the main idea of the text? What evidence or argument does the author give to support his idea? Is the author credible […]

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