by Terry Heick, Teach Thought
Individually, in small groups, or in a dialogue with you, students begin to create their own assignments, and you transition from task-master to learning facilitator. In and of themselves, they’re not “ready-made” assignments, but they’re not supposed to be. They’re meant not to build content capacity, but learning capacity. Ideally they’d be part of a larger self-directed learning model–something I’m working on as well: 27 Cognitive Actions That Promote Self-Directed Learning
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