Technology for Classroom Orchestration - New Science of Learning - page 515

Factor 5. Linearity . Most scenarios are simple sequences of activities that
almost all students will perform at almost the same period. It is easy to explain
to the students.
The notion of scenario implies continuity across activities: the groups remain the
same, the students keep their roles or rotate in a predictive way, the activities concern
the same objects or issues (as in problem-based learning or project-based learning).
Technically, this continuity may be implemented as a workflow: the output of an
activity is used as input for subsequent activities.
Factor 6. Continuity . The successive learning activities are articulated around
the same data structures (objects, groups, assignments, etc.) that circulate via
a workflow.
A method that “works well” is not emotionally flat. It includes phases of tension,
where energy is accumulated, and phases of relaxation, where accumulated energy
is exploited. It is difficult to report this from a scientific stance, but the best methods
are salty.
Factor 7. Drama . The emotional state of students varies across activities, with
highest moments that trigger engagement for the rest of the scenario.
Time Management
One of the main constraints that teachers have to cope with is time. Not only is
teaching time limited, but moreover it is segmented into time slices. The flexibility
of this segmentation depends on the system; classes with a single teacher being of
course more flexible. A method will only be described as “working well” if most of
the following timing issues can be orchestrated.
A method that “works well” must be reasonable in terms of total time necessary.
Time for learning has always been a critique against constructivist approaches and
an easy argument in favour of lecturing since the rate of content per minute is very
high. The time necessary must be proportional to the importance of the domain to
be taught within the year curriculum. This importance is measured in terms of cred-
its in higher education or class-contact hours in lower school levels. This means
that the time available depends upon the curriculum relevance of the topic (see
“Selection”).