I have been developing the Dimensions of Observable Growth for more than ten years (at my own expense, and without compensation) starting when my own two children were in school in Colorado in the early 2000's. The strong (and still intensifying) U.S. push for "data driven" decision making in classrooms prompted me to find a … Continue reading the DOG: From where? and For what?
This illustration is simply an attempt to clarify and – believe it or not (see previous post) – simplify (for my own understanding), the streams of thought that appear to have influenced Dr. Maria Montessori in her work of formulating a Scientific Pedagogy. The components described here are not drawn from any explicit references, in … Continue reading Scientific Pedagogy, Part III: formulating a new discipline
It's hard to talk about Scientific Pedagogy succinctly. This week, I put before myself the challenge of encapsulating my understanding of this discipline using only 100 words (… and a quote, whose words I don't feel obligated to count). In the two or so posts that will follow this one, I'll flesh out my summary … Continue reading Scientific Pedagogy, Part I: a summary in 100 words
I began to explore the phenomenon of attention in an earlier post. Here, I want to begin to unpack the significance of attention in learning, and fold in a few related ideas. (A nod to Dr. Maria Montessori, the patron saint of children's attention, is in order, as most of the terms preceding the improvised graphics have … Continue reading Attention, Engagement, and Will: , the actor, and the director