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nEdu: LKits

See also: -[zix teaching methods]- (teaching folder) -[Traditional Maths topics]- -[nEdu: Approximately]- (1 = 0; approximately) Discussion/Examples -[nEdu: A CHEM LKit Example on Bonding]- On this Page: {LKits - Intro} {LKits in Art} {} {} {Links}

LKits: Intro

The idea goes back to the those pre-packaged "science project" kits that are sold in most toy stores as well as Electronics stores; eg, Radio Shack. Supposedly everything that you need to make the "thing" work is in that kit. And amazingly enough, they actually do work! Between cheap materials, poorly engineered quality (after all it's *merely* for a kid! :( and a few poorly written directions and "scientific explanations", etc. - but they do tend to work. We go back again and again to something that Einstein said when he was working on a problem; he let the problem drive what he needed to learn. If he realised that he needed to learn some new maths, then that's what he'd go off to do. Of course in a lot of cases, the maths didn't exist, so he had to get a mathematician to invent them for him. In the same way, we (as both teachers and learners) should be working towards making learning kits. These should have the things in them to learn a particular concrete skill or bit of knowledge. This would contain examples, links to web pages, and most importantly suggestions where to go next. These could include "web quests", as well as simple links to specific lessons/examples. More-over the way in which we think ABOUT knowledge itself and how we think WITH IT, will have to change since we know have access to over-whelming "bits" (trivia) of information. And recall that: Knowing is not necessarily Understanding. -[
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LKits in Art

We do this all the time: We have some basic idea to get a across and we pull up specific artists - and even more specifically specific works by them - to illustrate the point. For example, one of life drawing teachers needs to emphasize how you create volume using line. And yet, a figure is NOT a collection of lines - like a bridge or building. As such, she chose to concentrate on Henri Matisse - mainly because he is best known for creating a line and then "where one leaves off, the next picks up". And by this means, he creates a very "lite" kind of volume. This can be compared to Michaelangelo (Lodoviccio) who is known for his heavy lines - possibly a consequence of his sculpture B/G. Thus, in each case, we can point to concrete examples to bring out the details: Likeness vs Difference.


In this section: {<><>} {
Teaching Maths} {Mathematical Proofs} (and such)