Exploring the Core

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The hardest part of thinking isn’t finishing.
It’s starting.

Students develop stronger metacognitive and social-emotional skills when they practice initiating difficult thinking, not just continuing thinking already structured through scaffolds and repeated practice.

More nuance in the full article.
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https://open.substack.com/pub/exploringthecore/p/practicing-the-hardest-part-of-thinking

InstructionalDesign SelfDirectedLearning

New on the blog: From “I Don’t Want To” to “I Chose To”: How Neuroplasticity Supports the Development of Self-Directed Learners. Discover why choices in the classroom train the brain — and how fostering self-directedness changes learning for good. Read the full post: https://wix.to/VZtMaMM

From “I Don’t Want To” to “I Chose To”: How Neuroplasticity Supports the Development of Self-Directed Learners One of the biggest shifts in a self-directed classroom is that students are given real opportunities to choose: • Will I continue playing, or will I engage in something challenging right now? • Will I persist through the difficulty of learning something new, or avoid it? • How do my choices af...

New on the blog: The Structural Contradiction Between Constructivist Learning and Direct Instruction — a clear look at why student-centered methods and direct teaching often run on different rules, and what that means for classroom practice. Read the full post: https://wix.to/RSfaYPl

Thoughts? Drop a comment and share with a colleague who’s balancing both approaches.

The Structural Contradiction Between Constructivist Learning and Direct Instruction Most teachers learn implicitly (if not told explicitly) that good teaching is a balance of direct instruction and student-centered learning. We're encouraged to keep one foot in each world by delivering direct, explicit instruction that simultaneously promotes student-centered learning experiences.I...