[BTW: Updated the supporting graphics for clarity.]
In trying to teach really difficult material â€” so, math, or any math-based science, I guess â€” the look of the material rivals the material itself for importance.
The weird thing I realized while breaking several traffic laws on the way to work this morning is that there are no large design decisions. Even when the look of the thing changes drastically â€” from one field to its inverse, for example â€” the decision was small, the action simple.
Which Is Clearer?
Why It Matters
This makes graphic design a defining aspect of my teaching philosophy, something indicative of the larger whole. My enthusiasm for design points at my belief that small decisions lead to exponential gains, that the sum of my small color, opacity, and alignment choices will lead to a huge net win for my kids, that the math will be exponentially clearer, that we’ll unwaste huge stores of time.
Video Is King
Therefore, if I had unlimited time and capital to create a curriculum, I’d use video, because with video, you make those incremental decisions thirty times every second. If those decisions are made carelessly, of course, the result will be utterly disastrous, turgid, limp, and boring â€”Â a medium unearned â€” as I’m sure you’ve witnessed. The inverse is also true, though, and that awareness is now taking me down some interesting paths.