tag:blogger.com,1999:blog-3071719252136968205.post4600644034225951463..comments2024-03-19T01:01:56.845-07:00Comments on Following Learning: Going SidewaysSimon Gregghttp://www.blogger.com/profile/07751362728185120933noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-3071719252136968205.post-6715538404570433552017-09-16T05:02:10.617-07:002017-09-16T05:02:10.617-07:00For me the images show the situation from the teac...For me the images show the situation from the teacher's point of view. For each student their learning follows a line -tho not often a straight line.<br /><br />When students wanted to explore a sideline I'd let them do so if it seemed to me to be productive for them at the stage they were at. If I felt they didn't have the prerequisite mental tools, I'd put make the gesture of putting the problem in the cupboard and say "For later".<br /><br />It's very delicate to decide what's for "now" and what's for "later" and I don't pretend I always made the right decision. I was very aware that the course was very short (about 50h) and I had to be sure the students spent their time as efficiently as possible.<br /><br />You have a whole year with the same students - what bliss!Glenys Hansonhttp://www.glenys-hanson.info/noreply@blogger.com