Let's review the educational cure-alls of past decades: back to basics, the open classroom, whole language, constructivism, and E.D. Hirsch's excruciatingly detailed accounts of what every 1st or 3rd grader should know, to name a few.
Excellent Commencement Address On Failure By Atul Gawande | Larry Ferlazzo's ... - 0 views
This Week In Education: Quotes: Let's Grade Kids (And Adults?) On Their Failures - 1 views
Treat Failure Like a Scientist - 0 views
Differentiation Doesn't Work - Education Week - 0 views
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Starting with the gifted-education community in the late 1960s, differentiation didn't get its mojo going until regular educators jumped onto the bandwagon in the 1980s.
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Differentiation is a failure, a farce, and the ultimate educational joke played on countless educators and students.
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10 Famous Failures That Will Inspire You to Be a Success - 0 views
Malcolm Gladwell: Albert O. Hirschman and the Power of Failure : The New Yorker - 0 views
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In the mid-nineteenth century, work began on a crucial section of the railway line connecting Boston to the Hudson River. The addition would run from Greenfield, Massachusetts, to Troy, New York, and it required tunnelling through Hoosac Mountain, a massive impediment, nearly five miles thick, that blocked passage between the Deerfield Valley and a tributary of the Hudson.
Fast Food - Ads vs. Reality - 0 views
Dewey to Delpit: Let Them FailThe Deprivations of Growing Up Without Messing Up - 0 views
Trouble with Rubrics - 0 views
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She realized that her students, presumably grown accustomed to rubrics in other classrooms, now seemed “unable to function unless every required item is spelled out for them in a grid and assigned a point value. Worse than that,” she added, “they do not have confidence in their thinking or writing skills and seem unwilling to really take risks.”[5]
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This is the sort of outcome that may not be noticed by an assessment specialist who is essentially a technician, in search of practices that yield data in ever-greater quantities.
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The fatal flaw in this logic is revealed by a line of research in educational psychology showing that students whose attention is relentlessly focused on how well they’re doing often become less engaged with what they're doing.
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