ccomplishing a given goal. In education, it has been found that students learn better when the directions given them have a similar flexibility so that they can put some of their own creativity--some of themselves--into the assignment. The freedom to follow hints, suggestions, and their own inclination will produce a greater desire to perform and a better long-term learning experience. 6. Tangible Thinking. The game connects thought with the tangible in that every decision is worked out physically and its result is seen in three dimensions. This kind of connection is the best there can be for learning and remembering, as well as for providing fun. Teachers should therefore attempt to connect ideas, concepts, conclusions, and so forth with physical reality, whether as effects and consequences or in a symbolic way. Bring objects to class that will make or illustrate a point you want to convey. Call up students to stand before the class and give them roles or use them as examples of something. Connect ideas to pictures or to visual images in the imagination (that is, use concrete analogies whenever possible). 7. Outside the Classroom. It has been said that most learning takes place outside the classroom. It's important, then, for the teacher to prime students to continue learning after class, to prepare them to be aware, to ask them to apply concepts in their lives after they leave class, to shape their out of class learning experiences through hints, suggestions, assignments. Students want and need work that stimulates their curiosity and awakens their desire for deep understanding. People are naturally curious about a variety of things. Einstein wondered his whole life about the relationships among gravity, space, and electromagnetic radiation. Deborah Tannen, the prominent linguistic psychologist, has spent years pondering the obstacles that prevent men and women from conversing meaningfully.How can we ensure that our curriculum arouses...
