Standard curriculum design assumes learning moves in a straight line. Module one, then module two, then module three, each building cleanly on the last. That is not what I’ve watched […]
Support, Challenge, Vision
I didn’t design our fifteen-month curriculum around a theory. I designed it around what I watched work, and only later found the theoretical language for it. Daloz (1999) describes effective […]
Redundant, and Ignored Anyway
Tout (1997) made an argument I think about often: the phrase “critical numeracy” shouldn’t need to exist. Real numeracy, properly defined, already includes critical thinking. Adding the word “critical” in […]