The design and UX isn't done, Rob and Abbie, okkurrrr! 😌
wilsonthomasjoseph's review against another edition
1.0
This book was not for me.
I was excited to read this book because I thought this would be about designing students' journeys through a design-y lens. As if a teacher researched the way professional architects design crowd flow and thought, "Inspirational! Dude, I can get something out of this. This is a new thing." So, this teacher took their interesting crowd flow research--thinking through how stadiums are designed, or offices, or restaurant kitchens--and wrote a useful book about how thinking in terms of crowd flow can be used to setup a classroom in a better way. Or something like that.
Instead, it was about various academic writing assignments that Burke uses in his class. And these assignments are strangely categorized. As if this was very important, that we name types of writing. (And as if there were actually six types of writing assignments?)
For instance, the first chapter, "Writing to Learn." To Burke, this is its own thing. But isn't all writing to learn? What writing is not trying to figure out what you are thinking? What writing is not some sort of journey? And why do we need to know that there are assignments for students that will not produce a product but will help them learn?
Therefore, I feel like this book is for student-teachers or those new to the field. Probably those who need a good pre-fab year of planning to enact and keep them afloat while they figure out what kind of professional they really are.
I was excited to read this book because I thought this would be about designing students' journeys through a design-y lens. As if a teacher researched the way professional architects design crowd flow and thought, "Inspirational! Dude, I can get something out of this. This is a new thing." So, this teacher took their interesting crowd flow research--thinking through how stadiums are designed, or offices, or restaurant kitchens--and wrote a useful book about how thinking in terms of crowd flow can be used to setup a classroom in a better way. Or something like that.
Instead, it was about various academic writing assignments that Burke uses in his class. And these assignments are strangely categorized. As if this was very important, that we name types of writing. (And as if there were actually six types of writing assignments?)
For instance, the first chapter, "Writing to Learn." To Burke, this is its own thing. But isn't all writing to learn? What writing is not trying to figure out what you are thinking? What writing is not some sort of journey? And why do we need to know that there are assignments for students that will not produce a product but will help them learn?
Therefore, I feel like this book is for student-teachers or those new to the field. Probably those who need a good pre-fab year of planning to enact and keep them afloat while they figure out what kind of professional they really are.
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