Jerome Bruner II: On Avoiding Inundation in Curriculum Design

“Let me suggest one answer [to the problem of going into depth and avoiding excessive coverage] that grew from what we have done. It is the use of the organizing conjecture. They serve two functions, one of them obvious: putting perspective back into the particulars. The second is less obvious and less surprising. The questions often seemed to serve as criteria for determining where [students] were getting and how well they were understanding.”

Jerome Bruner

Beyond the Information Given: Studies in the Psychology of Knowing

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

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