Asking somebody to do something or giving instructions to be
followed is an everyday thing but when we teach there is another dimension, we
are directing learning. If there are two paths to the same objective does it
matter, through our teaching, which one we direct our students to use?
We know that there is often a sequence to learning, an order
in which we learn things and on which we base future learning. I find that we
can learn things out of sequence, but it severely hampers our understanding
later when called on to apply our knowledge or undertake a problem-solving
activity. We also know that it takes an
effort to learn something and the major part of that ‘learning’ involves
cognitive activity: we must think in order to learn!
The effort of learning…
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