Sublime

The teaching methods and resource materials are chosen last, with theteacher keeping in mind the work that students must produce to meet thestandards.

Lee Bach persuaded us, by example, to set the goals of GSIA sky-high, stretching the limits of the possible. And as aspirations were attained, goals moved higher. Second, Lee always found a way to reconcile technique (we were loaded with that) with common sense (sometimes in short supply). Third, Lee was always more interested in getting the job do

The process reminds one of tinkering; learning consists of building up a set of materials and tools that one can handle and manipulate. Perhaps most central of all, it is a process of working with what you’ve got. We’re all familiar with this process on the conscious level, for example, when we attack a problem empirically, trying out all the thing

The big ideas connect the dots for the learner by establishing learning priorities. As a teacher friend of ours observed, they serve as “conceptual Velcro”—they help the facts and skills stick together and stick in our minds! Thechallenge then is to identify a few big ideas and carefully design around them,resisting the temptation to teach everythi