(S1,Ep21) Rethinking teaching from a developmental perspective

After clarifying some theoretical distinctions and then presenting some teaching ideas of his own, developmental researcher Huw Lloyd helps me to rethink some of my own classroom lessons. Classroom handouts are linked at the bottom of this description. (Initially published December 15, 2020) Highlights include: 0:40 - Clarifying the relationship between activity and epistemological forms 3:40 - Attention is freed up when operations are achieved (gas-tank analogy) 7:24 - Designing lessons to distribute activities amongst the group 10:20 - Bringing multiple perspectives together 12:12 - Davydovian ways to introduce academic concepts (e.g., register) 20:16 - A request for feedback on some classroom lessons 21:40 - Activity 1: "Word meaning develops" 24:30 - Huw's feedback on lesson 1: redesigns to make students more active participants 31:24 - Reaching all students is a challenge -- some ideas 37:10 - Activity 2: building poetry-reading skills 41:33 - Huw's feedback on lesson 2: restructure to enhance independence & authentic inquiry 48:15 - Activity 3: the follow-up assessment to lesson 2 50:05 - Activity 4: "The Visitor" - imaginative in-role mentorship 54:00 - Huw's feedback on lesson 4 59:42 - Reaching all students is a challenge -- some ideas 1:02:10 - Ideas to extend or rethink lessons from a developmental education lens 1:07:04 - Seeing into students' heads is a challenge 1:08:42 - Pedagogical takeaways from Huw 1:13:04 - A final key point: redesigning for problem-oriented inquiry References: Lloyd, H. (2020) "A Study of Active Orientation, Part 1: A Perspective-Based Theory of Cognitive Development" - http://tiny.cc/vua6tz Classroom handouts: http://tiny.cc/snr6tz This chat is Part 3/3. Part 2 is here: http://tiny.cc/tnr6tz