Annie Murphy Paul Posted this today.
I think it is worth reading just to think more broadly about what defines a worthwhile lesson. Sometimes we judge ourselves too harshly when there is not a harvestable product within a short amount of time.
Also sometimes we feel good when we prepare a lesson in this beautiful package but that doesn't necessarily grow the child's brain in ways they need for their future.I am not personally sure where to go on this. Scores and other outward, quantifialbe "appearances of learning" often do mean more in today's academic world than real, long-lasting learning, but, when we really think about what children need, we need to start thinking very long term. It doesn't have to be an either/or but if we are focused too much on measuring crystallized intelligence, fluid intelligence development may suffer. Think past just "get the scores up" or "get them into college" because that is no longer the gatekeeper to economic or social mobility it once was.
Upshot: Beware educational strategies that make it too neat , easy and "step by step" The short term satisfaction and payoff may only be illusions of transferrable knowledge.
Related ideas, which I'd love to know your opinions on are:
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Lisa Gurthie is the PD facilitator at Piedmont IB Middle School. She specializes in tech and arts integration, interdisciplinary holistic education, and unschooling school to reconnect academia to real life. One day she will modernize her "about" page. She curates this blog for the professional development convenience of the teachers at Piedmont, but the editorial comments are her own.