Progression models are frequently constructed from ‘ability’ statements. Put simply, if you have an ability, it means you can do something. It is therefore quite common to see progression models in history education containing statements about “pupils can construct causal arguments” or “pupils can critique interpretations of the past”. The rationale behind this is […]http://clioetcetera.com/2017/03/19/the-problem-with-general-ability-statements-in-history-education
January 4, 2017
Opportunity Cost – 2 – Mental Models for EducationKris BoultonFirst Published January 21st 2017 On …to the real.
January 23, 2017
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March 20, 2017