Here’s are the steps for running an inductive lesson based on Hilda Taba’s model of Concept Formation. Plus a sample lesson about the Nile River.
Content Area: Cross Curricular
I love the term “Synthesize” from the classic Bloom’s Taxonomy, but it can be hard to know exactly what it looks like. My favorite “Synthesize Recipe” is to ask students to make a change to existing content and then explain the effects of that change to me.
How one might revamp a “Wax Museum” project into something that focuses more on thinking than product.
It’s so easy to just ask advanced students to work by themselves in a corner. But, the more advanced the kid, the more they need advanced instruction and adult guidance.
When we ask kids “which one is not like the others”, our cleverest students love to find ways to pick the non-obvious answer. So why not use this as a framework for pushing students deeper into our content.
The calendar is a source of fantastic factoring problems with many social studies add-ons. Why 12 months? Why 30 (or 31 or 28) days? Why are weeks 7 days long? Why don’t they fit into the months (or the year!)? Why did we do this to ourselves and have any people done better?
Merlin Mann stated that employees’ motivation increases when they get to “build a robot” once in a while. That is, do something creative beyond regular work. Can we do this at school? Offices have “casual Fridays,” can we have “curiosity Fridays?”
How Edward de Bono’s Six Thinking Hats helped me solve a problem with my favorite group discussion task.
One of my favorite open-ended, creative activities becomes even better with careful phrasing on my part. These three questions will help you be the facilitator of a discussion, rather than the authority.
Take students beyond the decorations and ask them to identify what a holiday reveals about a culture’s values. Then, push them further as they develop their own holidays.