An article by Rob Evans who was one of the presenters at BLC2011 and also hosted an ISACS webinar much on the same topic. Very truthful, even though the honesty hurts.
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the student’s task in such
classrooms is “comprehending how the teacher has integrated or applied
the ideas… and [then] reconstruct[ing] the teacher’s thinking.”
f your criteria are more ambitious — long-term
retention of what’s been taught, the capacity to understand ideas and apply
them to new kinds of problems, a desire to continue learning — the relative
benefits of progressive education are even greater.[5]
It
took me years to realize [that my] classroom was all about me, not about the
kids. It was about teaching, not about learning.”
projects in which they took a
high degree of initiative
they may be impressed by the wrong things, reassured
by signs of traditionalism — letter grades, spelling quizzes, heavy
textbooks, a teacher in firm control of the classroom — and unnerved by their
absence
homework assigned only when it’s absolutely
necessary to extend and enrich a lesson, or is it assigned on a regular basis
(as in a traditional school)? If homework is given, are the assignments
predicated on – and justified by -- a behaviorist model of “reinforcing” what
they were taught – or do they truly deepen students’ understanding of, and
engagement with, ideas? How much of a role do the students play in
making decisions about homework?