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We know that the brain actively seeks to tie new information to what it already knows (i.e. schemas, activation theory etc) and the role prior knowledge plays in this. Therefore, the intention of an introductory task or ‘starter’ *should* be to elicit prior knowledge. This intention may have been lost along the way as theContinue reading “Starter tasks – are we using them badly?”
Part one looked at the constructivist teaching fallacy and poor proxies for learning. Part two looked at the twin sins of curriculum design and mathemathantic effects. Part three will look at challenge-by-choice, anachronistic tasks and tasks that do not match their instructional intentions. Challenge-by-choice For those unfamiliar, challenge-by-choice refers to task-based differentiation, whereby the learnerContinue reading “Where Do Classroom Tasks Fail? Part Three”
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