Teaching to Learn, Learning to Teach

This is my list of Darwin’s main ideas.

·“I view all beings not as special creations, but as the lineal descendants of some few

beings.”

·“The greater number of species of each genus, and all the species of many genera,

have left no descendants, but have become utterly extinct.”

·“It will be the common and widely-spread species,... which will ultimately prevail

and procreate new and dominant species.”

·“Natural selection works solely by and for the good of each being, all corporeal and

mental endowments will tend to progress towards perfection.”

·“Elaborately constructed forms, so different from each other, and dependent on each

other in so complex a manner, have all been produced by laws acting around us.”

·“From so simple a beginning endless forms most beautiful and most wonderful have

been, and are being, evolved.

SECTION I: SOME USEFUL IDEAS FOR ORGANIZING LESSONS

FIG. 3.2 What does a lesson look like?

Some students are “visual learners.” They need a concrete object or an image to help

them understand what is usually described using words. Teachers can also be “visual

learners” as well. I like to use the following pictures to represent the structure of a lesson.

A. Newspaper Story—The Inverted Pyramid

In basic journalism classes, a newspaper article is described as an “inverted pyramid.”

An introductory paragraph summarizes the major points of the story. In the rest of the

paragraphs, information is presented in descending order of importance. Stories are

written this way so that editors, or at the last minute, word processors (they used to be

called typesetters), can eliminate material from the bottom up depending on the space

available for the article.

94 CHAPTER 3