Another dot in the blogosphere?

Building with heart or head?

Posted on: June 19, 2017

Thanks to my Twitter PLN, I chanced upon this tweet.

Both my immediate reaction and critical reflection was: Nope, this I don’t like.

I do not have anything against fidget spinners. I do not have anything against practice provided that it is designed based on sound principles, e.g., spaced repetition, interleaving. [1] [2] [3]

It is not enough for teachers to design with just good intent. Their decision-making and implementation must be informed by rigorous research and/or reflective practice.

One design issue discussed in Twitter was that the spinner was meant to be a timer. Spin it, then do as many sums as you can before it stops.

What if the variability of the spinning momentum (some more, some less) an issue?

Is the speed of completion the desired learning outcome?

How is the use of spinners justifiable?

What better alternatives in terms of strategies and tools are there?

I am all for starting with where the learner is at. But my caveat is that the starting point is not to pander. It is to build on prior knowledge or experience and to provide a meaningful challenge.

Teachers may feel the tug of their hearts because they love their students, but they must be led first by their heads. They must first be critically informed or they risk designing in a vacuum and establishing the wrong sort of expectations.

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