tag:blogger.com,1999:blog-5053151003977377665.post2927203621139402594..comments2024-02-23T05:11:31.034-08:00Comments on Always Formative: LayeringJason Buellhttp://www.blogger.com/profile/03029995715142652159noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-5053151003977377665.post-45037309729736465182011-11-06T07:37:48.881-08:002011-11-06T07:37:48.881-08:00I like this notion, and I'm wondering if I can...I like this notion, and I'm wondering if I can think about my math classes in a similar way - noting how content and process learning overlap.<br /><br />Not being a science teacher, my understanding of your classroom is shallow. I'd love a post on this same topic that delves into how this works over the course of one day or week or ... with lots of detail about you and your students.Sue VanHattumhttps://www.blogger.com/profile/10237941346154683902noreply@blogger.comtag:blogger.com,1999:blog-5053151003977377665.post-79401215525047831102011-11-06T06:53:17.854-08:002011-11-06T06:53:17.854-08:00I totally agree that if you think you are teaching...I totally agree that if you think you are teaching both content and process at the same time you are not satisfied with your results for either. Maybe that's an artifact from all of our earlier science teaching experiences where the focus was exclusively on content "factoids" and if we tried hands-on stuff we were railed on for not covering enough content. I love the idea (trying it now) of teaching content through projects, but yeah, I'm never satisfied with the balance of content and process.<br /><br />Also, as someone who teaches a whole mess of different science preps, chemistry is just a different beast, as the experimentation involved is a lot harder to get out of the cookbook stage, or at least I haven't been as successful as I would like in that area. Maybe I need to start hanging out with chemistry teachers too...Chris Ludwighttp://see.ludwig.lajuntaschools.orgnoreply@blogger.com