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Most curricula found in education systems or training programs are designed in a linear fashion. They are unnatural. Teachers and trainers, like other humans, want to order ‘stuff’ in such a way that it apparently makes sense: this leads to this leads to that thinking. Most curricula, despite sometimes referring to higher levels of Bloom’s Taxonomy in the objectives, is at the competence level of describing, explaining, and demonstrating. This leads to rather stilted forms of didactic teaching, the ubiquitous slide show, the passive learner. All of which is unnatural and we wonder why learners have problems in motivation and learning.
Via EDTECH@UTRGV, Elizabeth E Charles
