Daniel Willingham, in his book Why Don’t Students Like School:
Sometimes I think that we, as teachers, are so eager to get to the answers that we do not devote sufficient time to developing the question.
Scott Farrar, on my last post on motivating proof:
I think this latches onto the structure of the geometry course: we develop tool (A) to study concept (B). But curriculum can get too wrapped up in tool (A), losing sight of the very reason for its development. So we lay a hook by presenting concept (B) first.
AnneAugust 1, 2015 - 11:00 am -
Good things to work toward improving in my class. Nice timing too! Mahalo
Fred HarwoodAugust 2, 2015 - 8:34 pm -
In my experience, the strongest motivational factor is when the hook, gets students to ask their own collective question that forces the teacher to be a student along with their students. The richer the research, the more questions that are generated.