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re: 9 reasons why public educ fails
Posted on 4/13/14 at 9:51 am to Zach
Posted on 4/13/14 at 9:51 am to Zach
quote:
Can't think of a reason why any of the points are wrong.
Nine biased assertions.
Right off the bat, #2 is wrong. It's dumb to have an opposition to concepts and theories taught under the label "new math". Sure, a lot of students only have the brain power for rote memorization of arithmetic, and a lot of them will need nothing more in their future limited lives, but science and technological progress depend on the ability to THINK AND CONCEPTUALIZE rather than just to memorize, and the future competitiveness of this country depends on having people who can do so.
4
Posted on 4/13/14 at 10:08 am to Rex
quote:
Rex
9 reasons why public educ fails
quote:
Can't think of a reason why any of the points are wrong.
Nine biased assertions.
Right off the bat, #2 is wrong. It's dumb to have an opposition to concepts and theories taught under the label "new math". Sure, a lot of students only have the brain power for rote memorization of arithmetic, and a lot of them will need nothing more in their future limited lives, but science and technological progress depend on the ability to THINK AND CONCEPTUALIZE rather than just to memorize, and the future competitiveness of this country depends on having people who can do so.
most of these new math theories discard rote memorization almost completely, if not completely ... the rush to incorporate "conceptualization" into math has lead to reliance on calculators and kids arriving at hs literally not knowing their multiplication tables ...
Posted on 4/13/14 at 10:45 am to Rex
Rex, re: Rote memorization. I learned addition, subtraction, multiplication from memory exercises way back in the day. Division also became automatic to me without writing anything down due to studying baseball statistics; IE, by age 6 I knew that if Johnny Callison got 24 hits in 100 ABs I knew his average was .240 without taking out pen and paper.
In my senior year of HS I took the hardest final exam I've ever gone through. My 70 year old bitch of a teacher (British Authors) told us exactly what the final exam was going to be the day before we took it.
She said "I'm going to give each of you 10 pages of blank paper. You shall write down the entire table of contents of your English text book."
The table of contents was 10 pages long... divided by Era, Genre, Authors, Works. It was massive. I studied all night. I got an 'A'. But I thought it was totally inappropriate.
Then when I went to Centenary and took Lit classes it paid off. When a prof asked the class something like 'Does anyone know who wrote Childe Harold's Pilgrimage?' I would always wait and look around to see if it was commonly known. When no hands came up I would say "Lord Byron."
BTW... here is my favorite poem by Byron ...
epitath to a dog
In my senior year of HS I took the hardest final exam I've ever gone through. My 70 year old bitch of a teacher (British Authors) told us exactly what the final exam was going to be the day before we took it.
She said "I'm going to give each of you 10 pages of blank paper. You shall write down the entire table of contents of your English text book."
The table of contents was 10 pages long... divided by Era, Genre, Authors, Works. It was massive. I studied all night. I got an 'A'. But I thought it was totally inappropriate.
Then when I went to Centenary and took Lit classes it paid off. When a prof asked the class something like 'Does anyone know who wrote Childe Harold's Pilgrimage?' I would always wait and look around to see if it was commonly known. When no hands came up I would say "Lord Byron."
BTW... here is my favorite poem by Byron ...
epitath to a dog
Posted on 4/13/14 at 10:50 am to Rex
quote:
Sure, a lot of students only have the brain power for rote memorization of arithmetic, and a lot of them will need nothing more in their future limited lives, but science and technological progress depend on the ability to THINK AND CONCEPTUALIZE rather than just to memorize, and the future competitiveness of this country depends on having people who can do so.
you memorize the building blocks and think during advance areas of the subjects. there is no need to teach conceptualization at the point of arithmetic to a class. the thinkers will develop advanced methods on their own, as thinkers are prone to do
teaching, especially until late high school, cannot teach creativity and thinking really. you're dealing with a wide audience of students, and all you're going to end up doing is dumbing down the building blocks and socializing scores.
thinking at young ages is for your gifted kids, who have their own classes for that. thinking for advanced normal kids won't develop until high school at the earliest, and they can't be creative without a base level of understanding
Posted on 4/13/14 at 10:51 am to Rex
quote:
but science and technological progress depend on the ability to THINK AND CONCEPTUALIZE rather than just to memorize, and the future competitiveness of this country depends on having people who can do so.
I think you're both right and wrong. We're pushing conceptualization WAY too early in schools before the basics are grasped. Students can't conceptualize what they don't have a firm foundation of.
Obviously we aren't going to solve the parent problem, which is probably the largest issue in school. But what we can do is change this culture of standardized testing that has absolutely killed education. We need to decide what things are valuable enough for students to learn to be successful in society, decide what that kind of success looks like, and then design a non-standardized assessment (think project or portfolio-oriented assessment) to evaluate it.
But you won't get as many nifty grafts and split-second data by doing that. All of the accountability proponents are going to have to understand and be comfortable with that.
This post was edited on 4/13/14 at 10:53 am
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