|Joy …children need to enjoy learning. As simple as that. It makes sense to *want* to learn.||Effort…difficulty or complexity of tasks makes us think better. That can sometimes impact the level of engagement.|
|WONDER….encouraging and giving time for children to question; knowledge was historically built BY asking questions and wondering||KNOW …building knowledge to be able to ask better questions and think better. You DO need to know things in order to think better.|
|Accommodate …according to student needs; how easy should easy be; scaffolding vs. independence||Empower …go beyond what they *can* to what they *might be able* to do (Zone of Proximal Development);|
|Freedom…to create and collaborate; playing with ideas, with tools, with others||Structure…our brain needs it to embed thinking routines; psychological, pedagogical and age constraints come into place|
|Individual…additive, cumulative knowledge; personal traits; introverts/extroverts; a unique view but it can also be limiting||Group…emergent knowledge; humans as social learners; diversity, openness but also group think, peer pressure, uniformity|
|Process…critical to understanding how children think, say, react; spotting hidden assumptions and misconceptions||Product…reveals (partly) how the process unfolded; the tangible result that is usually required by external agents (parents, school boards etc.)|
This is what dances through my teaching mind. That is all.