5 Ugly Truths About Education I Would Like to Change – Or, 365 Days to Stop Pretending (My Mission to Make School Different) #MakeSchoolDifferent

Here’s something Scott McLeod posted today on his blog Dangerously Irrelevant:

When it comes to education, we have to stop pretending…

  • that short-term memorization equals long-term learning.
  • that students find meaning in what we’re covering in class.
  • that low-level facts and procedures are a prerequisite to deeper learning.
  • that analog learning environments prepare kids for a digital world.
  • that what we’re doing isn’t boring.

He’s turning these into a challenge – presumably to change what he does and / or the environment he is in – as well as to inspire those within his sphere of influence to make similar changes.

I would like to suggest my own ugly truths about education that I would like to work to banish in whatever small way I can. Some of them are the same or similar to Scott’s.

I’m giving myself a year.

***

 

Five Ugly Truths About Education I Would Like to Change


It’s time we stopped pretending that…

  • exams and tests are the most important means of judging a student’s mastery of the knowledge and skills acquired in class.
  • the syllabus and associated standards are the most important thing in teaching and kids need to ‘get the facts into their heads’.
  • low-level facts and procedures are a prerequisite to deeper learning.
  • incentivizing academic achievement (with awards and prizes) encourages students to excel at acquiring twenty-first century skills.
  • kids have enough time to process learning deeply and effectively.

It time we stopped pretending these things are true. I am going to do what I can. I’ll let you know how it goes.

I am tagging and challenging Melani van der Merwe, Antony Egbers, Tiaan Lotter, Dorian Love and Robyn Clarke Rajab. I know they’ll be up for it!

Why not join? Tweet your post using the hashtag #MakeSchoolDifferent

 

 

 

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