[IAEP] [support-gang] When teaching restrains discovery
nicestep at gmail.com
Wed Jan 19 17:43:02 EST 2011
I have a niece (not a blood relation, I'm a friend of the family she
calls "uncle") who went to the Illinois Math and Science Academy.
They had a kind of open house where parents and guests could meet her
teachers. From what I heard it sounds like education there is very
much like you describe. Her father used to complain that "the
teachers don't teach!"
IMSA is a public boarding school. Every kid in it is the smartest kid
in his old school. They have a huge glass display case for chess
trophies. It's one of the most remarkable places I've ever visited.
I wish I could have gone to high school there, but there's no way I
could have qualified at that age.
Mel Chua went there.
On Wed, Jan 19, 2011 at 4:27 PM, Caryl Bigenho <cbigenho at hotmail.com> wrote:
> Hi Folks... The retired teacher talking here.....
> "Discovery learning" in a properly prepared, semi-structured environment
> works. Look at the success of the Montessori method.
> Intervention is helpful at times, but only as a last resort. If a child is
> stumped and ready to give up and go on to other things, a little "nudge" in
> the right direction can open up new discoveries.
> Actually, I discovered "discovery learning" myself as a young teacher.
> Trying to apply it to math wasn't always easy. That is probably why science
> seemed so much more fun to teach.
> Another thing I discovered was Project Based Learning (BPL). It started
> when I was teaching beginning Algebra classes of over 40 students. "Why not
> try letting them work on things in teams like we do in science?, I thought.
> When I had teams of 2, that cut my effective class size in half to 20+.
> Groups of 4 gave me just 10+.
> The kids loved it and I was able to gently "nudge" groups in the right
> direction when they were really stuck, praise successes, and suggest
> enrichment activities. Occasionally a student or parent would complain that
> my class was "noisy." But, it was good, productive noise. They were
> BTW, does anyone remember the good old "new math" program called SSMCIS?
> (AKA the "Columbia Program", named after the university where it
> originated) I Beta-tested it when it was still in the pre-publication
> stage. Lots of discovery and PBL there. It was a lot of fun, but they did
> have to train us teachers first!
> More thoughts coming re the "Tiger Mom," kids outdoors, and the world we
> live in today.! The "mom" will reply!
> Date: Wed, 19 Jan 2011 16:32:59 -0500
> From: holt at laptop.org
> To: support-gang at laptop.org; iaep at lists.sugarlabs.org
> Subject: Re: [support-gang] When teaching restrains discovery
> On 1/19/2011 1:29 PM, Christoph Derndorfer wrote:
> Hi all,
> I just stumbled across this fascinating article called "When teaching
> restrains discovery"
> Indeed such unstructured & unsupervised play (nevermind the outdoors!) may
> be "obsolete" in rich, overparented societies per "Last Child in the Woods"
> (Richard Louv, 336p, 2005), "Free-Range Kids" (Lenore Skenazy, 256p, 2009),
> "Play Again" (2010 film) etc.
> But the patient (exploratory learning) won't die without a fight -- witness
> the ongoing backlash against last week's "Why Chinese Mothers Are Superior"
> (WSJ, Jan 8 2011), "Battle Hymn of the Tiger Mother" (Amy Chua, 256p, 2011)
> The Unused Playground: Kids Need to be Out in Nature, Yet We Keep Them
> Caged. By Phil Primack
> ...studies, hearings, and slogans (“Leave No Child Inside”) won’t
> significantly reduce the great disconnect between kids and nature unless
> parents – many raised amid “Stranger Danger” and other media-stoked fears
> themselves – are willing to grant kids more freedom...
> Nature Deficit Disorder: Kids Who Don’t Get Outside Can Pay To Play
> (Listen from 15m40s to 35m06s)
> Amy Chua Is a Wimp: “Battle Hymn of the Tiger Mother” may denounce soft
> American-style parenting, but its author shelters her children from the
> truly arduous experiences necessary to achieve.
> Help kids everywhere map their world, at http://olpcMAP.net !
> which is based on a very recently published paper whose title really
> says it all "The double-edged sword of pedagogy: Instruction limits
> spontaneous exploration and discovery"
> Definitely well worth a read in my opinion. :-)
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