By Tim Waddington (Faculty of Education, UBC) Lead columnist: Imaginative Historical Education & Inquiry (IHI) Let’s be honest with each other. We’ve all said it in one form or another at some point in our careers, probably while wearing the mask of our younger and more idealistic selves: “Learning how to learn.” Being ubiquitous in the profession, […]
Category: Imaginative Historical Education & Inquiry (IHI): Activities & Insights
Posts exploring the intersection of imagination, Imaginative Education, Historical Education/Humanities, and inquiry. Philosophic discussion & practical ideas across the social sciences.
King William I, The Conqueror…Of Great Writing!
By Tim Waddington One of the more vexing challenges in Social Studies education is teaching children how to write, you know, well. This post intends to support your thinking about what works, doesn’t work, and cannot work. In many lessons with a focus on writing, including those I abashedly confess are mine, one regularly sees the […]
The Uses And Abuses Of “Constructivism” As A Pedagogical Concept
By Tim Waddington What’s in word? Quite a lot, it turns out. Sometime during the spring of 1597, William Shakespeare ironically stuffed the phrase “a rose by any other name would smell as sweet” into the hopelessly smitten and abundantly naïve mouth of fair Juliet, thereby expressing the latter’s rather convenient indifference to her Romeo’s […]
Path Dependence: Explaining Our Collective Resistance to Curricular Innovation
By Tim Waddington and Riley Hill In case you missed it, there’s a bright and shiny new path being forged in curriculum studies both here in British Columbia and in several jurisdictions across the developed world. Premised in student-centric, postmodern and constructivist thought, the notion of Concept-Centered curriculum and instruction has gained traction in response […]
Look Out! A Spontaneous Eruption Of Cognitive Tools!
By Dr. Tim Waddington **DISCLAIMER** You are not going to make it all the way through to the end of this blog, guaranteed! Anyone with even limited teaching experience will attest that the following scenario is true, … can feel true, … has the unsolicited air of ‘truthiness’ lurking about it. Every teacher, even […]
