Usually we focus on the skill of recall or identify, but actually teachers are creating an environment of curiosity at the beginning of any unit. Even though the kids know nothing about it we are implying higher levels of reasoning to engage students from the beginning. Then after practice and application finally they actually do "remember".
Although this is opposite it is really not that much different from the original simple learning target "remember".
I often teach upside down. Because I teach 16 different classes it really depends on the learning language of the students I teach. Some need to be inside the box and told what they are doing. Most are willing to be surprised.
It is the first time I saw it presented this way.
Congratulations for saying it like it is @fun2learn.
I am moved by the way you think and consider you a friend.
Thanks for pointing it out. Definitely should end with remember of knowledge. Edited.
Usually we focus on the skill of recall or identify, but actually teachers are creating an environment of curiosity at the beginning of any unit. Even though the kids know nothing about it we are implying higher levels of reasoning to engage students from the beginning. Then after practice and application finally they actually do "remember".
Although this is opposite it is really not that much different from the original simple learning target "remember".
I often teach upside down. Because I teach 16 different classes it really depends on the learning language of the students I teach. Some need to be inside the box and told what they are doing. Most are willing to be surprised.
It is the first time I saw it presented this way.
Congratulations for saying it like it is @fun2learn.
I am moved by the way you think and consider you a friend.