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Re: As goes reading education, so goes math education
Posted:
Jun 6, 2010 11:39 AM
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GS Chandy wrote...
9. Set student challenging problems - and motivate them to work on those challenging problems
Check
10. Motivate student to 'work ahead', work independently
Check, though obviously not neccessary to meet the current curriculum. And if the student is too much ahead then they will need to be moved to the next class.
11. Enable students to form 'peer groups' for learning
What does "enable" mean? Do you mean "allow"? Or do you mean "force"? Obviously you can't disallow such a thing, nor force it either. If you take 10 and 11 together then this would be saying "Allow students to work in groups or alone, as they prefer and as they choose." No problem with that, and in most cases (when the school thing is working at all) this occurs naturally.
12. Enable students to teach others
These are students, not teachers. Again, do you mean "allow" or do you mean "force"? Students are not mature and this can be an enormously frustrating task for them, as it can be for the adult teacher as well.
13. Ensure students have sufficient free time to pursue their other productive interests
Check (I guess you mean don't teach math all 6 hours).
14. Challenge students to work rigorously - and get them to accept that challenge
Check. Of course, this is where your flow chart must branch off to another dimension for the (greater than) 50% of the students that will do neither.
I suppose this is the flow chart for the well tracked honors class doing their "student" thing and progressing through the curriculum of knowledge we expect of well prepared (and behaved) college students.
I await for part II of your flowchart that deals with the other 75% of the students. I am just going by facts here, the number of students that end up with a 4 year degree and the number that do not. I suppose at some point, your flow chart will have to have a few branches in it or someone might point out that this does not apply to the current reality. If this is a "how to achieve equal success with every student" flowchart then I would imagine that part II would be heavily dominated by "parent" stuff. seeing as you have covered the basics exhibited by functioning students.
And if I had a nickle for every time someone used the "Einstein" anctedote. Even I have used it before when a friend was describing their son's reading issue. It is soothing and offers hope. But obviously of zero statistical importance.
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