"It seems that, if you just present the correct information, five things happen," he said. "One, students think they know it. Two, they don’t pay their utmost attention. Three, they don’t recognize that what was presented differs from what they were already thinking. Four, they don’t learn a thing. And five, perhaps most troublingly, they get more confident in the ideas they were thinking before."
It turns out that confusion is a powerful force in education
posted by shivohum
on Aug 15, 2014 -
Pastplay: Teaching and Learning History with Technology.
The fourth book from the digitalculturebooks
imprint of the University of Michigan Press, Pastplay
includes a wide range of essays, all available online
for free. T. Mills Kelly reflects on his historical methods course which resulted in a historical hoax, “the last American pirate,” declared one of the 10 biggest hoaxes in Wikipedia’s first ten years. Matthew Kirschenbaum discusses if board games work better than computer games for teaching history. The book's chapters cover successful combinations of play, technology, and history. Yet, many are wary, as a "playful approach to teaching and learning with technology can seem like the worst of all possible worlds: the coupling of strategies developed for entertainment with tools created for commerce." [more inside]
posted by spamandkimchi
on May 4, 2014 -
You are a clever and talented person. You create beautiful designs, or perhaps you have architected a system that even my cat could use. Your peers adore you. Your clients love you. But, until now, you haven’t *&^#^! been able to make Git work. It makes you angry inside that you have to ask your co-worker, again, for that *&^#^! command to upload your work.
It’s not you. It’s Git. Promise.
posted by jenkinsEar
on Feb 11, 2014 -
Sudbury Valley School
- "It upends your views about what school is for, why it has to cost as much as it does, and whether our current model makes any sense at all. But what's most amazing about the school, a claim the founders make which was backed up by my brief observations, my conversations with students, and the written recollections of alumni, is that the school has taken the angst out of education. Students like going there
, and they like their teachers. Because they are never made to take a class they don't like, they don't rue learning. They don't hate homework because they don't have homework. School causes no fights with their parents." (previously
) [more inside]
posted by kliuless
on Jan 8, 2014 -
"Finland long ago decided to professionalize its teaching force to the point where teaching is now viewed on a par with other highly respected, learned professions like medicine and law. Today, only the best and brightest can and do become teachers: Just one in every 10 applicants are accepted to teacher preparation programs, which culminate in both an undergraduate degree and subject-specific Master's degree."
Joel Klein argues that the US should follow Finland's lead and create, essentially, a bar exam for teachers
, which would serve to professionalize them in the eyes of society and raise their societal value.
posted by barnacles
on Jan 11, 2013 -
What makes a great teacher?
Analyzing more than twenty years of data, Teach for America
has found that great teachers had trained in their subject areas rather than in education, and had high "life satisfaction." They also demonstrated five tendencies: they
"constantly reevaluate what they are doing... they avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefully—for the next day or the year ahead—by working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls."
This last trait is measured by the Grit Scale, which has been shown to predict good outcomes
in both teachers and West Point cadets
. (Do you have grit
?) [more inside]
posted by anotherpanacea
on Jan 31, 2010 -
- "The project aims to produce a simple, vivid and up-to-date introduction to modern physics, with emphasis on the fundamental ideas of motion. 'Simple' means that concepts are stressed more than formalism; 'vivid' means that the reader is continuously challenged; 'up-to-date' means that modern research and ideas about unification are included
posted by Gyan
on Aug 17, 2006 -
Teach dance in prison!
"The Federal Bureau of Prisons...intends to issue solicitation RFQ 50507-012-2 for the provision to provide Dance Instructor Services with a variety of beginning and advanced dance classes to the inmate population."
posted by kirkaracha
on Apr 25, 2002 -
Just saw this school on 60 Minutes. The kids hang out all day, play video games, go to class if they want to
, learn if they want to. There's no principal or teachers, just "staff". I may be an old-school stickler but this strikes me as retarded. They had an eight year old on who couldn't read because he "wasn't ready for it yet"... c'mon.
posted by owillis
on Apr 29, 2001 -
School's mathematics don't add up!
PS 234, a primary school in TriBeCa, is at the forefront of the revolution in math instruction being carried out in more than half of New York City's schools. The district's approach to math instruction follows an egalitarian theory called "constructivist math," which is the idea that children shouldn't
learn basic techniques for adding, subtracting, dividing and multiplying. Rather, emphasis is placed on "feeling good about numbers" etc. Said one angry parent, "The idea that the home has to be turned into the school because the school is the testing ground for inane programs - that's frightening." And leading university mathematicians have joined parent groups in denouncing the method. All things
concidered, is it right for schools to use children as guinea pigs in this manner?
posted by frednorman
on Apr 10, 2001 -