Some interesting observations about the messiness of learning by Naomi Barnes, writing at Hybrid Pedagogy, who concludes:
Learning is much messier and dynamic than scaffolded, compartmentalised education policy would lead us to believe. In classrooms, keeping on topic and task is an important structural and behavioral expectation. Random thoughts are actively discouraged. I believe that we need to start paying more attention to the random thoughts because when learning is conceptualized as a web, rather than a line, randomness becomes more meaningful… Social constructivist trained teachers have experience in guiding collaborative problem solving. But instead of scaffolding the pathway to expertise, why not allow students to pursue their interests in a topic and then look for ways to synthesize what each student brings to the table?
Does this resonate with HEAT members’ own experiences in a useful way? Or are there problems with this approach?