By Frank Smith
ISBN-10: 043508478X
ISBN-13: 9780435084783
Common experience tells us that drilling, checking out, and grading don't have anything to do with how infants, young children, and adults particularly study. And examine backs this up. scholars who were requested to jot down usually with out being taught to punctuate, for example, ended a time period not just writing yet punctuating far better than scholars in a neighboring type who have been frequently drilled, confirmed, and graded exclusively on punctuation. This needs to be the main tedious, least profitable, and least powerful instructing that scholars need to undergo. yet fake conception, political pressures, enterprise opportunism, and harried directors have persuaded us to just accept this bureaucratic travesty of educating because the genuine imagine.
Insult to Intelligence focuses rather on kids studying to learn and write, the world within which Smith has made his attractiveness. yet his six-point manifesto on studying and instructing is acceptable at each point of schooling, and within the context of America's ongoing fight to improve the educating career and to elevate nationwide criteria of literacy, his booklet is not anything lower than a choice to hands.
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Additional resources for Insult to Intelligence: The Bureaucratic Invasion of Our Classrooms
Example text
Schools must stop trying to teach through pointless drills, activities, and tests. (2) Learning does not require coercion or irrelevant reward. We fail to learn only if we are bored, or confused, or if we have been persuaded that learning will be difficult. Schools must be places where learning can take place naturally. (3) Learning must be meaningful. If we understand, then we learn. Schools must change themselves, not try to change us, to ensure we understand what we are expected to learn. (4) Learning is incidental.
Few politicians and administrators seemed to doubt that programmatic control, applied to education, could achieve major instructional objectives. If students were taught one thing at a time, and tested until they demonstrated that they had learned what they were taught, then students could be made experts. 35 Unfortunately, the philosophy of precisely controlled programmatic instruction ignores the fact that what is learned on any particular occasion depends on the prior knowledge, intentions, and state of comprehension of the learner, not on a system devised in advance by someone who is not on the scene.
CHAPTER 4 How Not to Create an Expert R-bbits are prolific breeders. They have infested schools for so long that many people, including teachers, cannot imagine classrooms without them. The r-bbit philosophy of teaching and testing one predetermined thing at a time has made clubs all but impossible in schools. Children are too busy with the workbooks and activity sheets. " R-bbits represent the rejection of every right in the Learners' Manifesto. Where All the R-bbits Came From R-bbits are not indigenous to education.
Insult to Intelligence: The Bureaucratic Invasion of Our Classrooms by Frank Smith
by Richard
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