Contents contributed and discussions participated by Thomas Galvez
If you want teachers to innovate, don't train them using a sage on a stage - 0 views
Finland schools: Subjects scrapped and replaced with 'topics' as country reforms its ed... - 0 views
Standards: Why Realizing the Full Promise of Education Requires a Fresh Approach - 0 views
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Attempts to standardize individual student outcomes are an unhelpful, if not downright harmful, way to promote the development of human beings, he says. Instead, “we need to start with the individual child, instead of what others think [that child] should become.”
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the most fruitful form of education—and the one with the best chance of empowering children to overcome poverty and other disadvantages—offers each child the opportunity to pursue his or her own goals, in a stimulating and supportive environment.
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In the alternate vision, individual differences are not flaws to be fixed; the emphasis instead is on helping all students to identify and develop their areas of interest, and to build on their strengths.
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The important things standardized tests don't measure - 0 views
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I wasn’t smart enough to realize it at the time, but I was seeing a demonstration of something extremely important, that real learning is natural and inherently satisfying. Myrna’s question kicked off genuine learning—self-propelled and successful not because the work was rigorous and the kids had grit, but because it was driven by curiosity, because satisfaction was immediate, because it was real-world rather than theoretical, because it was concrete rather than abstract, because it required initiative and action, and because it was genuinely important, dealing as it did with complex social and psychological issues shaping human behavior
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That’s one of the reasons standardized tests assembled in the office cubicles of Pearson, McGraw-Hill and other test manufacturers can’t do the job that most needs doing. They can’t measure and attach a meaningful number to the quality of original thought
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“What was educationally significant and hard to measure has been replaced by what is educationally insignificant and easy to measure. So now we measure how well we taught what isn’t worth learning.”
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