tag:blogger.com,1999:blog-6534665086749553287.post480230310558209266..comments2024-03-29T04:34:05.185-04:00Comments on CURMUDGUCATION: My Battle With Learning LossPeter Greenehttp://www.blogger.com/profile/16511193640285760299noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-6534665086749553287.post-15868177432788354072021-02-15T11:32:03.280-05:002021-02-15T11:32:03.280-05:00"Loss" is a misnomer. More accurately, l..."Loss" is a misnomer. More accurately, lost potential. The problem is kids not getting developmentally appropriate learning when they should. Lancehttps://www.blogger.com/profile/08818770805843173503noreply@blogger.comtag:blogger.com,1999:blog-6534665086749553287.post-56052601407460128422021-02-14T12:55:26.604-05:002021-02-14T12:55:26.604-05:00from Brian’s Story (front matter of Made for Learn...from Brian’s Story (front matter of Made for Learning: How the Conditions of Learning Guide Teaching Decisions -- Debra Crouch and Brian Cambourne 2020)<br /><br />"Over the course of the last thirty years, what I have come to believe is that, as long as we (teachers and myself) continue to speak of knowledge as something "acquired," we will continue to teach in ways that reflect a transmission model of learning, regardless of our voiced philosophical viewpoints. <br /><br />If we truly believe in constructivist models of learning and holistic models of teaching, we must also believe that learners construct their own meanings; they don't "acquire" them.<br /><br />And, if we believe that learners don't "acquire"meanings, then our Discourse of Acquisition must also change [to the Discourse of Meaning-Making].<br /><br />If we continue to talk of knowledge and meanings as though they are "stuff" we can acquire, our embedded thinking about learning and teaching will also remain unchanged." Richard Owenhttps://www.rcowen.com/conditionsoflearning.htmnoreply@blogger.comtag:blogger.com,1999:blog-6534665086749553287.post-34529234181570203712021-02-14T11:09:35.366-05:002021-02-14T11:09:35.366-05:00The "learning loss" conversation, like t...The "learning loss" conversation, like the "open-the-schools" one, tells me a big truth: School is now officially NOT for children. We don't send them to school to develop their potential or help them become effective citizens. We also don't send them to school for the sake of the subjects - to pass on the wonders of English, science, languages, Math and so on to a new generation. <br /><br />We send them to school for extended corporate training, and like all corporate training, it's on a schedule, full of specific and impersonal benchmarks. <br /><br />If we were really worried about their learning, or how miserable they were in the pandemic, we would have been asking, "How can we make this experience more tolerable and meaningful FOR THE STUDENTS?" Instead, schools and districts are being told, "Don't let them fall behind." Madeleinehttps://www.blogger.com/profile/16055922376249533020noreply@blogger.comtag:blogger.com,1999:blog-6534665086749553287.post-77006763431248984222021-02-14T07:15:50.463-05:002021-02-14T07:15:50.463-05:00Father Guido Sarducci's Five Minute University...<br />Father Guido Sarducci's Five Minute University would have saved us all a lot of time and money:<br /><br />https://www.youtube.com/watch?v=FR8hKgzgDNs<br /><br />NY Teacherhttps://www.blogger.com/profile/08292448959963091160noreply@blogger.com