When we teach, should we start with the BIG idea no matter how young a child is?
For example, today I'll start with the question, What is the difference between a system, cycle, and chain? That's a big idea.
Yet, I believe by starting with that question, I'll foster some good compare/contrast think. We'll connect the big idea to pictures and say more.
Later we'll talk about life science and how much of what we know about the world around us fits into chains, cycles, and systems. Specifically we'll examine pictures of animal/plant systems, life/water/energy cycles, and food chains.
Later we'll connect this learning to specific study of the spadefoot toad body systems, life cycle, and place on the food chain.
I'm wondering if introduction to those big questions actually creates brain structures that allow for the ready learning of multiple related concepts, information, and facts. These patterns of knowing and learning can transfer to deep interdisciplinary learning, synthesis, and intellect. Yes?
Thinking big stretches the brain and perhaps, makes it more flexible and facile with regard to learning.
Tell me more about this--I want to know.
