What if what we know about CLT is just a small piece of a bigger picture?
At what point in a student’s learning trajectory does he/she become a non-novice? What repercussions may occur if we believe all students are novices?
I reflect on the “Counting Cogs” activity from Youcubed.
A first post in a series on CLT. Here we answer the question: What are biologically primary and secondary knowledge, and how should they affect our teaching strategies?