David Perkins Famous Quotes
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The questions produced before studying the topic turned out to be much deeper and more exciting. It seemed that the formal study of the topic had quenched students' sense of its mystery.
In teaching for truly lifeworthy learning, might we hope to teach for wisdom?
The metaphor ( coaching) with sports is meant quite seriously ... the coach stands back , observes the performance, and provides guidance. The coach applauds strengths, identifies weaknesses, points up principles, offers guiding and often inspiring imagery, and decides what kind of practice to emphasize.
Try This What did you learn during your first twelve years of education that matters in your life today?
In order for the brain to comprehend the heart must first listen.
Education ultimately depends on what happens in classrooms ... between teachers and learners. That is fundamental.' ... 'I hope that teachers will discover the optimism and direction to combat the energy - draining pressures and frustrations of most educational settings.
Learning is a consequence of thinking.
Sometimes the Good is the enemy of the BEST!
We know at lot more now than the 'last time around the 1960s and 1970s - about how to work for smart schools ... ' 'The smart school finds it's foundation in a rich and evolving set of principles about human thinking and learning.'
Historically, precollege education has focused on educating for the known, the tried and true, the established canon. This made very good sense in the many periods and places where most children's lives were likely to be more or less like their parents' lives. However, wagering that tomorrow will be pretty much like yesterday does not seem to be a very good bet today. Perhaps we need a different vision of education, a vision that foregrounds educating for the unknown as much as for the known. Perhaps we need a vision of education that's more "future wise," reflecting our best guesses about what's most likely to happen and foregrounding flexible knowledge likely to inform whatever does happen.
Teachers and administrators sleepwalk through their responsibilities, dulled and discouraged by the endless pressures and problems.
One barrier ... is the impoverishment of classroom language, the failure to cultivate a common vocabulary about inquiry, explanation, argument and problem solving.
