Agree with Vishakha that this thread became very interesting and is raising aspects about teaching that don’t come to the discussion often. I’m following this very closely, thank you.
Regarding the way to fold modules (or easy models like a crane), whether it’s one at a time or sequential, when I fold for myself (not teaching) I always use the sequential way, it’s much faster. Of course, I know how to fold the module and I’m more interested in accuracy so that method guarantees I’m focusing on the exact crease over and over, like being on an assembly line where the operator is always myself. Laura Rozenberg > On Oct 4, 2025, at 1:22 PM, wanderer via Origami > <[email protected]> wrote: > > Lorenzo —- this is an interesting and deep thread —- with many ideas and > opinions to ponder. > > Teaching an experienced folder one-on-one is totally different from teaching > someone new to the fold. > > Teaching one-on-one vs a full class is yet another aspect! > > & then, Teaching in class is very different from teaching over zoom (or sim). > And recently, after attending and teaching at BOS Colchester, using a > visualizer is yet another variation in how to teach. I’ll admit that i > thought the visualizer would be an easier way to teach a class but actually i > wasn’t very good at it and I’m still torn about whether i like it or not. > It’s good if the student just needs to “see” something closer in order to > follow —- but not every student needs just that. > > I hadn’t taught a class in a while and i also hadn’t taught people new to the > fold in a while —- so one of the things i will rmber to ask next time is > whether everyone has folded before and if anyone is new new new. The other > thing i think i will rmber to mention is that students (whether it be > modulars or abstract 1-pc or tessellations or whatever) should fold one at a > time. Few ppl in my modular class decided to fold 2 or 3 modules at the same > time. And they folded each step across 2-3 modules, then next step across 2-3 > modules. I didn’t realize this till later when they got confused at step 6 > etc and then had no completed modules. I know there are different ways to > fold (and I’m sure someone here will have a cogent argument for the alternate > method) but i really think that folding diagonal-diagonal-diagonal, then > kite-kite-kite —— or whatever the steps are, instead of module 1 from start > to finish then module 2 from start to finish, the former is not helpful. Is > there any proper nomenclature for these types of folding? In-sequence and > step-step? > > Anyway - The things that we do not imagine are the things that challenge us! > Here’s to being a better teacher next time. > > Best, > Vishakha > . > > > On Oct 4, 2025, at 19:23, Lorenzo via Origami > <[email protected]> wrote: > > Hi everyone, > > Thank you for all of your links and videos. > > First of all, I would like to thank Al Black very much for the link to the > video of Sarah Adams at the 50th BOS Anniversary Convention (I was there! but > I didn't attend Sarah's presentation, sadly). What she says is very > important, and too often overlooked. To teach in the best way possible, you > must go beyond simply knowing the model perfectly, and make a great effort to > empathise with those who, on the other hand, are not familiar with what they > are about to fold.
