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Very interesting.

This sounds just like standard learning theory, i.e. learning is best done 'task-oriented'. When writing learning objectives, never use goals like "to understand" or "to learn" - instead say "how to do X".

Maybe I'm missing the point of the post?

I enjoyed this article. I thought many of the points were consistent with learning theories as well as written in fun/humorous/layman terms. My question, however, is how do you judge whether a question is important or not? In my classroom, it is often that students get derailed from the original lesson plan as they explore questions that are meaningful to them... i.e., important to their lives. How do you compare the importance of one question to another? How would this translate to standardization techniques used in public schools? Based on these ideas, how would I address student's inquiry of "why is this important to know?"

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