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: Nth-generation
2.4 Referent 2: The nth generation of the specified needs
Think about designing a course for teaching six-year-olds to tell the time. Let digital watches, cuckoo clocks and every other sort of clock chase each other through your mind . . . . Have you ever had to teach a child to tell the time? If so, what were the difficulties? What strategies would you think of using? Continue reading 2.4 Referent 2: The nth generation of the specified needs
2.6 Referent 4: A response environment organizer
Sometimes in thinking up a design, you can have the best didactical intention (referent 1) in mind, your specification or databank (referent 2) filled with the right needs, an existing design (referent 3) sending out interesting signals, and yet you are still waiting — waiting for that ‘click’ as the parts of the puzzle fall into place and your decision-making goes racing and tumbling to its conclusion. Continue reading 2.6 Referent 4: A response environment organizer