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  • Alexandria Jarvis

    I like the point of educator as facilitator!

    Also, great essays by educators/designers on this subject:

    < TOPICS >
    Changing Conditions: “Remapping the Curriculum” by Jon Kolko
    Shifting Paradigms: “Embracing Flux” by Holly Willis
    Social Economies: “Fudge it and Nudge it” by Peter Hall and Alice Twemlow
    Design Research: “Combating Research Illiteracy” by Deborah Littlejohn
    Interdisciplinarity: “Redefining Expertise” by Julie Lasky
    Designing for Experience: “Designer as Superhero” by Andrea Codrington Lippke

  • Jenn O'Connell

    I think your point is valid shlynderson - you can't just teach critical thinking. However, so many educational institutions get so focussed on the content that they skip the added learning.
    For me, the way you do is trusting the students to learn. It's so easy to get caught up in the 'teacher as expert' model, when really the 'teacher as facilitator' model is often more effective for teaching skills as opposed to content...

  • Shelby Anderson

    The argument between weather or not to teach skills or content is nothing new. The thing is, in order to teach these skills you need content - weather the facts are going to be outdated soon or not. How are you going to teach critical thinking skills out of thin air? It is much easier to create a lesson plan about members of the U.N. (even though they might be outdated soon) and teach students research, writing, and critical thinking skills through that content then it is to create a lesson plan about what critical thinking is. Without examples and practice, students will never learn.
    Finding the balance is something that many good teachers struggle to do, because you don't want them copying out of books things that might not carry on to when they exit the public school system. At the same time, how do you work with thirty some students, some of which have no desire to be there, and get them to understand what it means to become a globalized citizen, to be open minded? Absolutely, students should not regurgitate facts, but how do you go about consistently teaching abstract skills like globalized thinking?