Time. Is there a greater challenge for educators? It seems like instructional time is often the target of well-meaning but time-devouring programs. Assemblies, pep rallies, fund-raising motivational events, and those intercom announcements eat precious minutes, and these are on top of an already bloated curriculum. As a result, we tend to eliminate anything that . . . → Read More: Creative Thinking in the Classroom, Part 2
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Kyle examined his bookmarks. If he’d printed out all the information he’d found the paper would pile up to well over an inch high. Even though he’d been discerning in the references he noted, the information available was overwhelming and defeating, an obstacle that prevented Kyle from moving past the data collecting stage of . . . → Read More: Let’s Banish Critical Thinking, Part 2: Learn If you’ve ever swum in a hotel swimming pool, you’ve likely seen the sign: “No diving! Water depth is too shallow.” The pool is not deep enough to allow safe diving, and the fear, of course, is that the hotel will be sued if swimmers injure themselves by diving head-first into the pool.It is . . . → Read More: Learning? Diving Required! “Too much information—TMI!” More than just a retort when conversations turn personal, TMI also describes a common student experience. When one period of steady information flow follows another, the rising data tide does not lift all boats. It overwhelms them. We can maintain a quick and steady pace when we enter information into a . . . → Read More: TMI! Information Overload and Learning In Teaching for Wisdom, Intelligence, Creativity, and Success (Sternberg, Jarvin, & Grigorenko, 2009), the authors identify “four types of different thinking skills: memory, analytical skills, creative skills, and practical skills” (p. 19). Comparison between these thinking types and the core processes of the Architecture of Learning provide valuable insights. (For similarities between memory and . . . → Read More: Creative Skills & Elaboration |
 
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