Standard curriculum design assumes learning moves in a straight line. Module one, then module two, then module three, each building […]
Support, Challenge, Vision
I didn’t design our fifteen-month curriculum around a theory. I designed it around what I watched work, and only later […]
Redundant, and Ignored Anyway
Tout (1997) made an argument I think about often: the phrase “critical numeracy” shouldn’t need to exist. Real numeracy, properly […]