Tuesday, March 6, 2012

Good question, #4

If we learn the most when we are on a detour, instead of the intended path, should public education provide paths or detours?


  1. In my eyes the value of detours is precisly that they are detours and not standard and save pathways. We have to put different effort in solving a detour issue and that for we learn a lot in this unexpected situation. But having always detours...? May be if we think in open ended problems with no pre formated solutions we could encourage students to work with unpredictable situations which are more similar to detours than to secure and known pathways

  2. That's a good answer. If you deliberately provide "detours," they become "pathways!" I like the idea of providing those open-ended problems, situations that don't have an expected solution. But how will that work, when the Common Core sets the stage for all learning to be laid out like train stations, one after the other?