Your prompt here is such a great PD exercise! It’s almost like how we would show students an incomplete or incorrect solution and ask them to improve it. I love how aligned their responses are even though these educators each have their own unique lens. At the end of the day there are universals to great teaching. I would love to see a bank of these types of prompts for teachers to work on their in-the-moment responses to student thinking.
I would suggest that the teacher write on the board "six less than a number." Without the phrase written on the board, students have to hold that in their head, which, for some, causes its own problems.
One thing that I find very interesting here is the difference between eliciting different answers from the students and encouraging them to think them through vs. presenting them with different options in a multiple choice test. Interaction matters!
I'll speak up a little for the teacher in that first video, because my first reaction on hearing an incorrect answer from a student is embarrassment on behalf of the student. So I'd wonder, "If I write both answers non-judgmentally on the board, will everyone remember who gave the wrong one? Oh no, I don't want to call attention to how this student was wrong!"
That said, I know I should do what your friends recommend, but I want to be honest about why I sometimes don't.
Question for Dan, as well as the readers: how much of the failure of Ed-revolutions (MOOCs, personalized learning, AI Tutorbots) is due to parallel evolution of distracting and detrimental technology (TikTok, Photomath) eroding attention and reducing patients.
If you gave a class of students in 1980 access to Khanmigo and no other technology, would it make a bigger difference? If you gave MOOCs to people in 1970 as their only tech, would they have utilized them more and learned more?
Hey Peter, that's a fun question. I think the lack of human connection, accountability, feedback, and support is probably 10-50x the problem as technological distraction. Both are problems and one is IMO much larger than the other.
I see a lot of commentary of Alpha school’s two hour learning idea, but I haven’t seen much about the afternoon activities they do there. Is it possible that the “life skills” or whatever is happening later is actually where kids get reinforcement and engagement with the skills they practice on the computer? Is that where the real learning is happening?
Your prompt here is such a great PD exercise! It’s almost like how we would show students an incomplete or incorrect solution and ask them to improve it. I love how aligned their responses are even though these educators each have their own unique lens. At the end of the day there are universals to great teaching. I would love to see a bank of these types of prompts for teachers to work on their in-the-moment responses to student thinking.
I would suggest that the teacher write on the board "six less than a number." Without the phrase written on the board, students have to hold that in their head, which, for some, causes its own problems.
One thing that I find very interesting here is the difference between eliciting different answers from the students and encouraging them to think them through vs. presenting them with different options in a multiple choice test. Interaction matters!
I'll speak up a little for the teacher in that first video, because my first reaction on hearing an incorrect answer from a student is embarrassment on behalf of the student. So I'd wonder, "If I write both answers non-judgmentally on the board, will everyone remember who gave the wrong one? Oh no, I don't want to call attention to how this student was wrong!"
That said, I know I should do what your friends recommend, but I want to be honest about why I sometimes don't.
Question for Dan, as well as the readers: how much of the failure of Ed-revolutions (MOOCs, personalized learning, AI Tutorbots) is due to parallel evolution of distracting and detrimental technology (TikTok, Photomath) eroding attention and reducing patients.
If you gave a class of students in 1980 access to Khanmigo and no other technology, would it make a bigger difference? If you gave MOOCs to people in 1970 as their only tech, would they have utilized them more and learned more?
Hey Peter, that's a fun question. I think the lack of human connection, accountability, feedback, and support is probably 10-50x the problem as technological distraction. Both are problems and one is IMO much larger than the other.
I see a lot of commentary of Alpha school’s two hour learning idea, but I haven’t seen much about the afternoon activities they do there. Is it possible that the “life skills” or whatever is happening later is actually where kids get reinforcement and engagement with the skills they practice on the computer? Is that where the real learning is happening?