I will be attending the Touchpaper Problem Party in London in a couple of weeks, and will be working on this problem. Certainly, with all my years in the special education classroom, I have given this a good deal of thought, but it’s difficult to put them all into an organized structure practical for planning instruction. Any thoughts out there that I might bring with me?
Question #4 – What determines the complexity of a concept?
In my estimation, this is the hardest of all the problems, but it’s also really important.
As a teacher I was constantly trying to figure out “how difficult is this material?” and gauging whether I needed to edge it up or scale it down depending on the students I was teaching. But: how do we know if something is complex?
I remember working with a history revision class who were learning about the appeasement. I didn’t think appeasement would be a difficult concept. I mean, kids appease each other all the time in the playground when they, say, allow an older bullying set of kids to play football with them, even if they don’t…
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