A physics teacher is using vivid analogies in her lesson on the subject of `sound and silence’. The analogies are understood by all except two of her students. The two are wanting and willing to learn. Both fail a test at the end of the lesson. Continue reading 5.6 ‘Experiencing’ a design
Tag: Melody
4.3.4 The missing melody
An S-R event in which the primary goal is `to instruct’ has a sharp, business-like sound to it. It has to deliver some pre-defined knowledge or skill. In contrast, an S-B, event which is an ‘encounter’ gives the learner plenty of room to respond in her or his own way. An encounter has no end-performance goal. It has an evocative sound to it. Events which have to ‘explain’ or to ‘tell’ have goals and sounds somewhere in between. In the Think Tank workshop we nickname these four types of event thang’, thung’ and thong’ events (see Table 7). Continue reading 4.3.4 The missing melody
4.3.5 The non-integration problem
How many times as a teacher or designer have you heard the complaint that the separate parts of a course ‘don’t seem to belong to each other’? You have probably had to respond to the complaint of non-integration in a course or lesson more than once. It’s a common problem. Continue reading 4.3.5 The non-integration problem