Lesson planning and sequencing seem to be ever present problems for teachers and coordinators. Which topics should go where? Who should have control over making those decisions? Curriculum research in an economics course provides some insight into how we should choose our priorities. As we search for how to create a system for making sequencing decisions we’ll add a second study that suggests not all those questions have a single clear answer.
Later we’ll turn to the impact of SES on how students’ brains respond to different educational situations.
- 1st Segment – 1:11 – Threshold Concepts in Curricula
- 2nd Segment – 29:18 – Neuroscience of Socioeconomic Status (SES)
- 3rd Segment – 41:20 – Peer Review: AVID & Dual Enrollment (008)
- Transforming the economics curriculum by integrating threshold concepts
Karunaratne, P. S. M., Breyer, Y. A., & Wood, L. N. (2016). Transforming the economics curriculum by integrating threshold concepts. Education+ Training, 58(5), 492-509.
- The Emerging (Social) Neuroscience of SES
Varnum, M. E. (2016). The emerging (social) neuroscience of SES. Social and Personality Psychology Compass, 10(8), 423-430.
- Cognitive Bias in the Legal System: Police Officers Evaluate Ambiguous Evidence in a Belief-Consistent Manner – Journal of Applied Research in Memory and Cognition – Charman, Kavetski and Mueller
- Looking for Coherence in Science Curriculum – Science Education – Sikorski & Hammer
- Phenomenon Based Learning Implemented in Abu Dhabi School Model – International Journal of Humanities and Social Sciences – Valanne, Dhaheri, Kylmalahti, and Sandholm-Rangell
We drink Tough Kitty, a seasonal milk stout from Boulevard Brewing Co in Kansas City, MO.