Group items tagged

“Writing exams isn’t a measure of intelligence or knowledge, it’s about getting inside your prof’s head to figure out what’ll be on the exam.”

Information is propelled into students without teaching them how to practically utilize it. This is senseless. Regurgitating facts, memorizing figures and formulas, compressing course material in our short-term memory for the sake of doing well on an exam; they are all detrimental to the learning experience. But students still do it because they don’t want to fail. Instead, we should be fostering a culture where, to paraphrase Arianna Huffington, “Failure isn’t considered the opposite of success, but an integral part of it.”

We can’t allow learning to become passive. We need to teach students to learn how to learn – to become independent, innovative thinkers capable of changing the world.

There are so many better & engaging ways to furnish a space.

Leadership roles should match priorities, not history.

Students must learn to be engaged learners. Parents need to grow their understanding of the realities their children will face, not re-live their own school experience.

Teaching could be about creative direction, rather than about behaviour management.

Curriculum should be meaningful, contextual, authentic, integrated, challenge based, relational.

We should kill off the one teacher per class model. It is fraught with emotional risks.

Students should be given capacity to delve deeply into topics, not punctuated by factory-style bells. Schools need to experiment with far more timetable-less days – opportunities for real life learning.