Teaching and learning is often a linear process where teachers and students discover concepts in a pre-determined order. In this unit about proof techniques, I attempted to break that linearity and let students choose their path more freely. I did my best to analyze the different orders that sections in the “Book of Proofs” by Dr. Hammack could be learned, and ended up with a general diagram. Have a look at the file “Diagram (Sections)” to get an idea.

In addition to this diagram, I imagined that it would be more palatable for student if there was a form of storyline, so in this unit students impersonate a tourist visiting a foreign city. Each section is associated with a “tourist sight” in the city… You can see the city arrangement in the second diagram called “Diagram (City)”. The first two locations are compulsory, but after that students are allowed to visit the city in the order they wish. Each time they pick a location, they are exposed to the material in a way that corresponds (more or less) to the location, and they are assigned a variety of tasks that they can complete independently. As a result, each student may be studying the material in a different order. At any given time, each student might be learning about a different section. The tasks allow for independent work. (Our students here at KIS are usually very disciplined and organized, especially those who ) Before moving on to the next location, a student always has to check in with me. Obviously there are some graded formative and summative assessments sprinkled around too.