It's Not What We Teach - 0 views
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The fact is that real learning often can’t be quantified, and a corporate-style preoccupation with “data” turns schooling into something shallow and lifeless. Ideally, attention to learning signifies an effort to capture how each student makes sense of the world so we can meet them where they are. “Teaching,” as Deborah Meier reminded us, “is mostly listening.” (It’s the learners, she added, who should be doing most of the “telling,” based on how they grapple with an engaging curriculum.) Imagine how American classrooms would be turned inside out if we ever really put that wisdom into action.
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The fact is that real learning often can’t be quantified, and a corporate-style preoccupation with “data” turns schooling into something shallow and lifeless. Ideally, attention to learning signifies an effort to capture how each student makes sense of the world so we can meet them where they are. “Teaching,” as Deborah Meier reminded us, “is mostly listening.” (It’s the learners, she added, who should be doing most of the “telling,” based on how they grapple with an engaging curriculum.) Imagine how American classrooms would be turned inside out if we ever really put that wisdom into action.
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The fact is that real learning often can't be quantified, and a corporate-style preoccupation with "data" turns schooling into something shallow and lifeless. Ideally, attention to learning signifies an effort to capture how each student makes sense of the world so we can meet them where they are. "Teaching," as Deborah Meier reminded us, "is mostly listening." (It's the learners, she added, who should be doing most of the "telling," based on how they grapple with an engaging curriculum.) Imagine how American classrooms would be turned inside out if we ever really put that wisdom into action.