Trust me, I've read up on Duncan's educational background and credentials, and, by god, aren't they just
so impressive? Here's the thing, though - I don't care if this asshole went to Harvard, or cut his teeth in the Chicago school system, he's going at this problem all wrong. Obama's entire administration is going at this all wrong.
What needs to happen is to abandon this factory-like, rote-memorization, Tiger Mom bullshit system we've created (and so desperately cling to) that measures intelligence according to some arcane standardized testing format filled with trivial knowledge and unreal time-frames (and limits). Instead, we
need to look at the incredible advances in neuroscience and realize the brain's most effective ways of learning, and develop our public education system around that information. For a fantastic, comprehensive view on the matter, I highly recommend this book:
Brain Rules by: John Medinahttp://www.amazon.com/Brain-Rules-Principles-Surviving-Thriving/dp/0979777704http://www.brainrules.net/the-rulesWe need to look to evolutionary biology, and the fact that our ancestor's brains developed on the move and according to a certain diet - therefore healthy food (including healthy food education) and physical activity (including 'play') are absolutely essential, and should almost take center stage.
We need to realize that all brains are wired differently, and, what's more, develop at different paces at young, formative ages (this fact is reflected in children's physical developments) - therefore, rather than throw all kids into one, mechanized "grade" system based on age, group them based on level. And make sure they UNDERSTAND things before arbitrarily shoeing them off into higher grades, and pushing them out the door at 18. If they don't "graduate" by 18, so what? There's no rush, especially when we know how mentally unprepared some of these kids are. It's nothing to be ashamed of. Who the fuck ever decided that "18" was the magic graduation age, anyway?
We need to get them out of cold, lifeless classrooms, whose settings reflect the factories that they were modeled after - instead, develop learning areas with a much more natural setting, with much more natural, "free-flowing" (for lack of a better term) seating. Until they have buildings that can serve this function, maybe go outside more often. Also, more circular, intimate seating arrangements are a good start that allow for a better flow of dialogue.
We need to allow for proper rest, to ensure better retention. Yes, this may even include a nap at mid-point through the day. Countless studies have shown that the brain does its lions share of memorization during sleep hours, and that thirty-minute naps have increased all kinds of performance (including in pilots) four-fold.
New information should be taught at "10-minute chunks," with classes culminating in 50 minutes - as studies have shown that after 10-minutes, the brain starts to wander. Here, children have adequate time to digest new bits of information, while at the same time being introduced to new information as to not "lose their attention." Days should then be structured where that same information, possibly presented in a different way, is reintroduced again later on in the day - as repetition helps retention. The plan should then, again, be repeated a few days later. Because, again - repetition helps retention (see what I did there?).
We need to engage more of the senses (sight/vision/hearing/sound/taste...the more simultaneously the better) with more dynamic presentations (YouTube, and other video services can be a big plus in this area), and focus on more "hands-on" activities, or "participation-based" group presentations, that are much more effective than dryly reading something out of a book (I'm not calling for outright elimination of plain reading - in fact, most of the best poetry and prose are best when they're simply read - just to engage more senses when possible).
We need to allow time for unfettered exploration (with mild supervision) for at least one day a week. Human beings are natural explorers, just watch a toddler for 15 minutes - they're amazed at all they encounter! And so are we, we just end up admonishing such behavior because it seems so "childish." And what I mean here (for when they're more "grown-up") is similar to Google's 20% free time (called "Innovation Time Off"), where they allow employees to explore projects of their choice one day a week - of which some of their best ideas have developed (Gmail, Google Reader, and a few others I can't think of at the moment...). Also, this falls in line with the 80/20 rule (also known as the Pareto Principle...where 80% of the effects come from 20% of the causes).
Also, during the 20% time, lead calming, meditative practices. Meditation has proven to not only lower stress, but affect positive physiological changes to the brain, in that it leads to better concentration and focus. But the lowering stress part of it can't be
stressed enough. Our brains don't work well on stress. As John Medina puts it "Stressed brains don't learn the same way." And stress usually leads to anxiety, and anxiety leads to depression. Plus, I'm sure it would help children eliminate almost all of the myriad of medication we pump them full of these days. It might also lower violent activities, and bring children together in a more communal way.
And, with that in mind, we need to end this "competitive," "winning-the-future" bullshit, and instead focus on cooperation. That's not to say there shouldn't be athletic, or academic, competitions at schools - only that it should not be the sole, driving factor behind their actions/performance. "Getting ahead in life" seems like a great idea and all, but it can lead to a lot of undue stress and pressure - and when a kid "falls behind," and are constantly reminded of it, it usually leads to further distress, further psychological removal, and further troubling behavior. Also, as the world becomes more globally connected, we shouldn't focus on the mentality of "us vs. them," but, instead, "us all together."
I know this seems like a complete overhaul of the education system - and, to some, a bit pie-in-the-sky - but, in my opinion, that's exactly what's needed. Now, some of these proposals might not work, and I'm sure that many of them could be refined or that plenty more could be added. But, it's a start, and I'm tired, so I'm gonna go ahead and end this crudely. If you made it this far, thanks.
Printer-friendly format
Email this thread to a friend
Bookmark this thread
(1000+ posts)
Send PM |
Profile |
Ignore
