OVER DEZE AFLEVERING
I've spiralled my way back to this question with a desire to unpack why I feel some tension around the terminology of "emergent" curriculum. Is curriculum the active agent? Does it reveal itself? If so, what role do educators play in taking up the passively emerging information? How do we use our interpretations of our experiences with children to respond and expand upon their learning? And what the heck do ukuleles have to do with this conversation?? Join me in wondering about an educator's role in offering responsive, informed, and intentional curricula.
Engels
Canada
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OUDE AFLEVERINGEN ZOEKEN
Zoek naar eerdere afleveringen van Everything is Pedagogy.
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Why do we document? How do we document? What do we document? When do we document? When does documentation become pedagogical? What activates pedagogical documentation? What about pedagogy inherently documents? What routines and rituals facilitate and sustain my reflective, responsive, relational d…
Disclaimer: De podcast en de illustraties die op deze pagina zijn ingesloten, zijn afkomstig van Kim Barton, eigendom van de eigenaar en niet gelieerd aan of goedgekeurd door Listen Notes, Inc.
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