Paul Andersen has been teaching science in Montana for the last eighteen years. He explains how he is using elements of game design to improve learning in h...
Andreas Kuswara's insight:
This video resonate with lots of things in my experience, from the science project, I think there are some concrete lessons that me and my colleagues can agree on there; providing scaffold and making sure none of the kids drive to a brick wall. In recent internal discussion about flipped classroom, a colleague of mine, Tim, mentioned about reason of people flipping their class, is being social, the speaker in this presentation said "coming to school to social", although he did not mentioned about sending kids off to their home to do their reading, but he redefined the learning activity in his class to be more social, allowing interaction and discourses, at the same time also not all just social, but also allow self-exploration deep thinking, but they all seems to be learning, instead of just teaching/lecturing.
Hmm.. is teaching contra-productive? Do we as educators, in our endeavour to teach more, actually cause disservice to our students by making them less able to learn? Maybe if the mode of teaching is more of a one way, even if it’s equipped with lots of bells and whistle that actually enabled students to receive the information package we deliver to them, but they are not learning. Sounds like a half-bake thought, but curious to ponder further more down the track.
