A surprisingly relevant issue of the Chronicle of Higher Education's newsletter that I found in my inbox.
"The study found that students in the lecture classroom believed that they had learned more than those in the active one, but the active-learning students actually demonstrated higher mastery on an assessment given to both groups."
I'm definitely down with "education is more than a job," but what I've found is that a job is a great place to start adulthood, and that my best students are most often the ones coming back after some time in the working world, not the ones fresh out of high school.
This is the exact problem with most educational research I have ever read.
"We’re obsessed with quantifying the good that we’re doing, with testing it, with making sure that we can evaluate kids and making sure that we know that they’re learning what we think they’re learning.
The risk is that it’s easy to conflate what is important with what is easily measurable. We need to be very careful not to apply what’s easily measurable and assume that it is therefore what’s most important."
A surprisingly relevant issue of the Chronicle of Higher Education's newsletter that I found in my inbox.
"The study found that students in the lecture classroom believed that they had learned more than those in the active one, but the active-learning students actually demonstrated higher mastery on an assessment given to both groups."
https://www.chronicle.com/article/5-ways-to-ease-students-off-the-lecture-and-onto-active-learning
I'm definitely down with "education is more than a job," but what I've found is that a job is a great place to start adulthood, and that my best students are most often the ones coming back after some time in the working world, not the ones fresh out of high school.
https://www.chronicle.com/newsletter/the-edge/2024-11-20
Even those of us with advanced degrees are prone to either-or thinking at times.
This is the exact problem with most educational research I have ever read.
"We’re obsessed with quantifying the good that we’re doing, with testing it, with making sure that we can evaluate kids and making sure that we know that they’re learning what we think they’re learning.
The risk is that it’s easy to conflate what is important with what is easily measurable. We need to be very careful not to apply what’s easily measurable and assume that it is therefore what’s most important."
https://www.vox.com/future-perfect/384524/john-green-author-youtuber-tuberculosis-advocacy-future-perfect-50