You'll be shocked to know I'm heartily cheering you on here again, Dan.
I'll offer some additional scientific support for your central claim here -- increasingly, cognitive scientists are appreciating (and empirically validating) that our cultural practices are a primary force for *shaping* our cognition, the very mechanisms of how we think are inextricably tied to our social institutions and practices. This is what makes human unique, it's our superpower. Trying to separate them out, treat them as either vegetables or dessert, ends up diminishing the entire quality of the meal.
Appreciate your point on teacher POV. Vast difference between:
1. Tackle problem that I (knowingly) made for myself: example, assigning kids a group project, then needing to fix stuff along the way - bad group assignments, lost kids, early finishers, imprecision in assignment.
2. Tackle problem that "you" made for me: "handle whatever problems your technology can’t solve along with whatever problems your technology creates."
Largely in agreement with your position on AI. These issues have been so interesting to consider and I enjoy following the narrative.
I don’t have a huge dog in this fight, I’m just a math teacher who wants to find ways to help my students using all the resources, (AI, tech, non tech, whatever) available to me. Use the best and leave the rest.
I understand the need to use cheeky language and tone because this is a powerful rhetorical device to capture attention, make points, and provoke a response from the other side. I just hope that it doesn’t damage your witness in the conversation, because I really would love to see you have a discussion with Khan and others on these issues.
Just my two cents. Thanks for all you do - I love your newsletter each week and I’m excited to see where the discussion leads!
It takes courage to speak out about things that a lot of people are already endorsing. I just want to say, keep discussing and sharing, Dan (and others). It's for the benefit of all who are involved in education. Thank you!
Love that metaphor! As someone who grew up with over-boiled Brussel sprouts and math drills, who later tasted oven roasted Brussel sprouts and the thrill of actually solving interesting problems creatively with math (and trying my own hand at proofs that I could actually get a grasp on), I heartily agree. Fantastic metaphor. And it's not just the maple syrup glaze covering up something gross. When done right, somehow the Brussel sprouts themselves taste good too.
Nailed it @Erik. I don't want my students to simply tolerate math. I want them to love the problem solving and critical thinking that comes with it! Lots of ways to differentiate Brussel sprouts too, whether it's a balsamic reduction or Sriracha honey... 😂
So disappointed that Khan is declining to address your critique directly. Perhaps once LLMs fail to live up to their hype (who knew the demos would look better than the actual experiences of using the product?!?), he'll be willing to seriously consider the needs of students and teachers.
There was a brief window when they tried a bunch of his stuff in California and no, it didn't make the numbers suddenly look awesome, where he noted that things were more complicated than he thought. However, I suspect he sees scores, not students... and has subsequently decided to stick to the missionairies with aligning beliefs.
I think there is like a "Youtube Dan" and a "blog Dan". Youtube Dan is sweet and blog Dan I quiver in my shorts thinking about what zingers he's going to dish out next.
A bit confused about that last sentence: "I do not, however, appreciate the role they imagine for teachers: a coercive force in the lives of students who need much more and much better support than personalized learning offers them." To me it seems like it's blending perspectives. 1.) "a coercive force in the lives of students" which is one perspective, Sal Khan's perhaps, and 2.) "students who need much more and much better support than personalized learning offers them" which seems to be your perspective (and mine as well).
I've been in the position where my "job" is to Get Students THrough The Software to get a "grade" that they'll pretend means the stusdents learned something.
You'll be shocked to know I'm heartily cheering you on here again, Dan.
I'll offer some additional scientific support for your central claim here -- increasingly, cognitive scientists are appreciating (and empirically validating) that our cultural practices are a primary force for *shaping* our cognition, the very mechanisms of how we think are inextricably tied to our social institutions and practices. This is what makes human unique, it's our superpower. Trying to separate them out, treat them as either vegetables or dessert, ends up diminishing the entire quality of the meal.
Nice javelin throw :)
Appreciate your point on teacher POV. Vast difference between:
1. Tackle problem that I (knowingly) made for myself: example, assigning kids a group project, then needing to fix stuff along the way - bad group assignments, lost kids, early finishers, imprecision in assignment.
2. Tackle problem that "you" made for me: "handle whatever problems your technology can’t solve along with whatever problems your technology creates."
Hey Dan,
Largely in agreement with your position on AI. These issues have been so interesting to consider and I enjoy following the narrative.
I don’t have a huge dog in this fight, I’m just a math teacher who wants to find ways to help my students using all the resources, (AI, tech, non tech, whatever) available to me. Use the best and leave the rest.
I understand the need to use cheeky language and tone because this is a powerful rhetorical device to capture attention, make points, and provoke a response from the other side. I just hope that it doesn’t damage your witness in the conversation, because I really would love to see you have a discussion with Khan and others on these issues.
Just my two cents. Thanks for all you do - I love your newsletter each week and I’m excited to see where the discussion leads!
Elliot
It takes courage to speak out about things that a lot of people are already endorsing. I just want to say, keep discussing and sharing, Dan (and others). It's for the benefit of all who are involved in education. Thank you!
Brussel sprouts + maple syrup glaze = fantastic metaphor for teaching math
Love that metaphor! As someone who grew up with over-boiled Brussel sprouts and math drills, who later tasted oven roasted Brussel sprouts and the thrill of actually solving interesting problems creatively with math (and trying my own hand at proofs that I could actually get a grasp on), I heartily agree. Fantastic metaphor. And it's not just the maple syrup glaze covering up something gross. When done right, somehow the Brussel sprouts themselves taste good too.
Nailed it @Erik. I don't want my students to simply tolerate math. I want them to love the problem solving and critical thinking that comes with it! Lots of ways to differentiate Brussel sprouts too, whether it's a balsamic reduction or Sriracha honey... 😂
A spoonful of maple syrup makes the brussels sprouts go down.
So disappointed that Khan is declining to address your critique directly. Perhaps once LLMs fail to live up to their hype (who knew the demos would look better than the actual experiences of using the product?!?), he'll be willing to seriously consider the needs of students and teachers.
There was a brief window when they tried a bunch of his stuff in California and no, it didn't make the numbers suddenly look awesome, where he noted that things were more complicated than he thought. However, I suspect he sees scores, not students... and has subsequently decided to stick to the missionairies with aligning beliefs.
Is your LinkedIn talk today recorded? Can't make it live. Is GSV putting it up on their Youtube channel?
Gotchu - https://youtu.be/gR8zbXV5tiQ?si=durQ_omaO_eLI86g
I watched it last night!
I think there is like a "Youtube Dan" and a "blog Dan". Youtube Dan is sweet and blog Dan I quiver in my shorts thinking about what zingers he's going to dish out next.
Lol much for me to think about here.
Sal Khan's an effective salesperson. That's not really the same as communicating.
A bit confused about that last sentence: "I do not, however, appreciate the role they imagine for teachers: a coercive force in the lives of students who need much more and much better support than personalized learning offers them." To me it seems like it's blending perspectives. 1.) "a coercive force in the lives of students" which is one perspective, Sal Khan's perhaps, and 2.) "students who need much more and much better support than personalized learning offers them" which seems to be your perspective (and mine as well).
I've been in the position where my "job" is to Get Students THrough The Software to get a "grade" that they'll pretend means the stusdents learned something.
Ah! A good example of what seems to be hard data not revealing the full picture.