imaginative teaching and learning

In the late 1800s a woman in the village of Ambleside, England, observed the keen minds of her students, and determined that she would offer a differ type of educational atmosphere from the new factory schools that were training village children to work on assembly lines.

Charlotte Mason developed narration, a method of questioning students that emphasized analysis, synthesis and evaluation.  Benjamin Bloom, an educational psychologist born in 1913, encouraged this type of questioning in his "Taxonomy of Learning." In 1918 Mason wrote, narrating develops the student’s ability to “generalize, classify, infer, judge, visualize, discriminate, labor in one way or another, with that capable mind of his, until the substance of his book is assimilated or rejected, according as he shall determine; for the determination rests with him and not with his teacher.”

Here are some sample questions to get your imagination working:

Math: 1.) Describe how you would make the number fifty-six using manipulatives. 2.) Explain the rules of carrying in addition. Illustrate for the class.

Literature: 1.) Sketch a fairy tale. Describe it fully. 2.) Select a fable from Aesop. Apply the moral to the story. 3.) Consider Helen Keller’s first meeting with Anne Sullivan. Relate the important events that foretold their future.

History: 1.) Describe the life of a boy in Ancient Egypt. 2.) Explain the problems encountered on the voyage of the Mayflower.

Science: 1.) What have you noticed about trees in autumn? 2.) Classify two different types of tree. 3.) Report all you know about the Hermit Crab.

Art: 1.) Tell about “The Four Dancers” by Degas. 2.) What is your favorite illustration from Where the Wild Things Are? How does Maurice Sendak capture your interest?

Poetry: 1.) llustrate “Ferry Me Across the Water” by Christina Rosetti. 2.) Describe the cat in Edward Lear’s poem, “The Owl and the Pussy-Cat.”

Field Trips: Tell about your visit to the farm. Describe all you noticed about the ducks.

Math: 1.) Define perimeter and tell how to find the perimeter of a rectangle. 2.) Explain the principle steps in solving a word problem.

Literature: 1.) Describe a journey to Narnia. 2.) Describe the mood in Bridge to Terabithia by Katherine Paterson when the news of Leslie is learned. Relate incidents, thoughts and setting.

Science: 1.) Describe seed dispersal of birch, pine and dandelion with an illustration. 2.) Draw a diagram of the eye. Explain how we view the world around us.

Art: Tell about the use of arrangement and color in Van Gogh’s “Sunflowers.”

Physical Education: What are three common sports injuries and can they be prevented?

Psychology: How are the beliefs of Carl Jung evident in religious faith today?

Street Law: What is the role of the court in a contentious child custody case?

Computer Application: Explain the procedures for mail merge to a novice.

Art: Explain the process, illustrating materials and tools, for developing a 3-D design from concept to finished product.

Dance: Discuss the dance element of energy. Cite its use in two performances you have studied.

Drama: Discuss the importance of drama games in developing quality performance.  Explicitly demonstrate from your first-hand knowledge.

American Government: In your opinion, which founding document best expresses the rights and

liberties Americans hold dear? Compare the strengths of this document to the weaknesses of others under consideration.

Algebra I: Name two algebraic concepts that are used in real world situations and explain their importance.

Chemistry: Define the Mean Value Theorem, defining terminology and providing a formula and illustration on an x-y axis.

Band: Tell all you know about “The Entertainer” by Scott Joplin. Include structure, key, popular use in the era of its publication and production throughout the last century.

Every answer will require knowledge, and also a full understanding of the subject. As we think about our students, do we want them to be concerned about possibilities, or about marks and grade averages? Do we want students to develop interests as they proceed through school or to develop test-taking techniques? The answers to those questions are in our hands.