Beyond Critical Thinking: Curious Questioning

Today’s post was written by John Girash, Associate Director at the Derek Bok Center for Teaching and Learning. John poses some additional thought on our Oct. 3rd ‘Curiosity’ post – this time without the unique facial hair. As teachers we often think of questions as the beginning of discovery, and critical thinking as the end goal…

Quote of the Day

“What is ‘understanding’ as a goal, and what does it demand of assessment and instruction? How can we achieve understanding (and other key educational goals) by design rather than by good fortune?” – Grant Wiggins, Understanding Understanding*, 3/26/2012 * HUID login required to view lecture video

Key Terms: Assessment

Assessment is synonymous with testing – but it should evoke so much more. What testing and assessment have in common is that they aim is to measure student learning: Did they learn? How well? But in practice, testing often measures how well students prepared for the test, rather than how well they learned. Tests also…

Going Meta

When we encounter new information, we process it first through concrete examples. Organizing those concrete examples into abstract concepts is a second step in our learning. This is why it is so important to choose your examples carefully, and to present multiple examples, which, ideally, differ in all but the key concept you are trying…

Key Terms: Backward Design

Think of it as pedagogy’s way of rephrasing Lenin’s maxim, “The end determines the means.” With much more positive results. Rather than start with the means – lectures, textbooks, exams, and the rest – Backward Design begins at the end. What should students learn? What should they know or be able to do? These questions…