1. We know that most of our students will forget most of the content that they “learn” in school.

…

2. We know that most of our students are bored and disengaged in school.

…

3. We know that deep, lasting learning requires conditions that schools and classrooms simply were not built for.

…

4. We know that we’re not assessing many of the things that really matter for future success.

…

5. We know that grades, not learning, are the outcomes that students and parents are most interested in.

…

6. We know that curriculum is just a guess. The way we talk about “The Curriculum” you would think that it was something delivered on a gold platter from on high. In reality, it was pretty much written by 10 middle-aged white guys (and their primarily white, middle-aged friends) in 1894 called “The Committee of Ten.” They were from some of the most prestigious schools and universities at the time, and they fashioned the structure of much of what we still teach in schools today. But we know that much of what every student in 1894 was supposed to learn isn’t really what every student in 2015 needs to learn. Yet we seem loathe to mess with the recipe. And as Seymour Papert so famously asks, now that we have access to pretty much all there is to know, “what one-billionth of one percent” are we going to choose to teach in school?

7. We know that separating learning into discrete subjects and time blocks is not the best way to prepare kids for the real world.

…

8. We know (I think) that the system of education as currently constructed is not adequately preparing kids for what follows if and when they graduate.

…

9. And finally, we know that learning that sticks is usually learned informally, that explicit knowledge accounts for very little of our success in most professions."

willrichardson
2015
education
schools
curriculum
engagement
2016
memory
content
boredom
schooling
schooliness
deschooling
unschooling
mitchresnick
seymourpapert
emilymitchum
grades
grading
parenting
lcproject
openstudioproject
committeeoften
matthewlieberman
franksmith
learning
forgetting
howwelearn
howweteach
teaching
pedagogy
hardfun
sfsh
…

2. We know that most of our students are bored and disengaged in school.

…

3. We know that deep, lasting learning requires conditions that schools and classrooms simply were not built for.

…

4. We know that we’re not assessing many of the things that really matter for future success.

…

5. We know that grades, not learning, are the outcomes that students and parents are most interested in.

…

6. We know that curriculum is just a guess. The way we talk about “The Curriculum” you would think that it was something delivered on a gold platter from on high. In reality, it was pretty much written by 10 middle-aged white guys (and their primarily white, middle-aged friends) in 1894 called “The Committee of Ten.” They were from some of the most prestigious schools and universities at the time, and they fashioned the structure of much of what we still teach in schools today. But we know that much of what every student in 1894 was supposed to learn isn’t really what every student in 2015 needs to learn. Yet we seem loathe to mess with the recipe. And as Seymour Papert so famously asks, now that we have access to pretty much all there is to know, “what one-billionth of one percent” are we going to choose to teach in school?

7. We know that separating learning into discrete subjects and time blocks is not the best way to prepare kids for the real world.

…

8. We know (I think) that the system of education as currently constructed is not adequately preparing kids for what follows if and when they graduate.

…

9. And finally, we know that learning that sticks is usually learned informally, that explicit knowledge accounts for very little of our success in most professions."

april 2016 by robertogreco

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