Some guidelines for teaching
n Students’ responses depend on context –
including the state of their mind at the time.
n Hands on activities are not enough.
They have to be brains on, as well.
(Learning environments need to be designed
to prime the students’ states of mind.)
n Connections count – not just the content.
n Evaluations must focus on functional learning,
not on the “presence” of the knowledge in a (presumed)
unstructured box..
n Learning is a growth – not a transfer.
n Students have to make connections many times
before they “stick” (synapses grow).