I’ve always been interested in the idea that changing almost anything in the classroom will lead to improvement. This post digs around the territory. We probably teach at our best when we are enthused and the beginning of a fad is enthusiasm.
Many things that get labelled as “fads” might work for an individual teacher (although many things might work better) but they only become fads when divorced from their original meaning and then are spread around and are imposed on other teachers.
@johnjohnston the best teachers around me are those who “keep it fresh” for themselves, with new tools or by shuffling the material. I think it’s because their sense of discovery percolates to students. I’ve seen it in my own transition to teaching.
@seishonagon yes, certainly I am on my game more when tackling something new or in a new way.
@johnjohnston this is interesting reading in light of the recent episode of Future Tense where they investigate of Disruption and the way that it has extended beyond Christensen’s original reference.
@mrkrndvs thanks, I’ve huffduffed the audio for later listening. I doubt that the disruption model is one that is good for schools. It might work in business where they try to impact market, but learners might need more delicate handling?
@johnjohnston not sure. I think that there are some who argue that education is ripe for disruption, but that does not always means that it is good or useful. Definitely an interesting listen.
@mrkrndvs I’ve heard them, but don’t think I’d agree, I’d like something softer, at lease since 2006: