Several years ago, I was talking about learning with my friend Larry. We were, I thought, talking about helping teens do better in high school and college. But something was wrong. We two imminently reasonable people were not understanding each other. It turned out he was talking about his time at Harvard Law School and I was talking about junior college students struggling with math. Ever since, I have found that my discussions with teachers, students and adults are frequently more productive and satisfying if we take the time to clarify what aspects of teaching and learning we are talking about. In particular, I have found it helpful to distinguish between familiar learning and fresh learning.
- Familiar Learning
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