Drew Perkins
@dperkinsed
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Professional thought stretcher. Director of @ThoughtStretchr, host of the ThoughtStretchers Education Podcast. Community: https://t.co/QZL9DzVzjK
Louisville
Joined January 2012
Dichotomous thinking, stripped of nuance, causes unproductive pendulum swings. Explicit instruction is important, but 'discovery' is far from the only alternative.
Because I want to be like @rpondiscio when I grow up, I also wrote about the work of @MrZachG on my Substack.
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I'm looking forward to talking with @jvdallimore today for our podcast about his new book, "Teaching History: A Practical Guide for Secondary School Teachers". We'll discuss the conflation of inquiry with discovery learning, using inquiry with appropriate guidance, and more.
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@KateJones_teach Speaking of "lethal mutations".
Using inquiry to drive engagement when presenting slides? How do we prevent "lethal mutations" from education innovations as teachers put them into practice? From my conversation with @dylanwiliam, @olicav, @C_Hendrick, & @cbokhove available in full here:
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@tracewoodgrains @edpolicyjunkie I'm interested in learning more. Is there a link or something you can share? Maybe join me on our @ThoughtStretchr Podcast?
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Join me for this live discussion next Monday with co-authors @P_A_Kirschner, @ProfDanielMuijs, and Claudio Vanhees. A significant part of the time will be dedicated to questions from RSVP'd participants.
RSVP (free) to join this conversation with @P_A_Kirschner, @ProfDanielMuijs, & Claudio Vanhees, hosted by @dperkinsed. Next week, 2/17, 4 pm ET. ThoughtStretchers Podcast Live: Developing Curriculum for Deep Thinking The Knowledge Revival (RSVP to join) –
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RT @ThoughtStretchr: RSVP (free) to join this conversation with @P_A_Kirschner, @ProfDanielMuijs, & Claudio Vanhees, hosted by @dperkinsed.…
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@TheTobiasBerry @C_Hendrick @JoeCFeldman The misapplication of Dweck's original ideas and work is what I'm referring to...similar to the work of Howard Gardner being misinterpreted and misapplied as learning styles.
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@C_Hendrick Interesting indeed. As you note, it is hard to pin these concepts down and the evidence for each of them, but if memory (and any correspondent learning) is the residue of thinking, it doesn't follow that cognitive engagement wouldn't yield positive results.
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Using inquiry to drive engagement when presenting slides? How do we prevent "lethal mutations" from education innovations as teachers put them into practice? From my conversation with @dylanwiliam, @olicav, @C_Hendrick, & @cbokhove available in full here:
Is it helpful to think about Cognitive Load Theory as a heuristic? This was just one of the questions that surfaced in our discussion with @dylanwiliam, @olicav, @C_Hendrick, and @cbokhove, which is available in full here:
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@C_Hendrick @warmMagnet Interesting, to me at least, is that one of the ways to build that mindset in kids in non-academic settings is through unstructured free play, which some may say is a form of discovery learning. That's the central tenet of the @LetGrowOrg movement.
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RT @alexanderrusso: Trailer for @restorechildhood's upcoming 15 DAYS documentary, featuring a quick glimpse of THE STOLEN YEAR's @anya1anya…
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RT @sbkaufman: Important new study: Posts about political opponents that involve "dunking" on them, mocking them, and denigrating them are…
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We learn more efficiently with explicit instruction, not necessarily better.
@MmeLockhartLDSB This is great! We all learn better from explicit instruction!
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@S_Oberle @johnricard @MrBixler But a teacher can also be more traditional, identifying the knowledge, teaching it explicitly, & then (hopefully) using some inquiry to extend into deep learning. I prefer the former approach & using discovery to build knowledge is usually much too slow.
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