(alternatively titled, 'not your traditional Passover')
(esoterically titled, 'metacognitive dissonance in traditional k-12 schools: a 21st century inquiry-based analysis of instructional practices ')
krasicki delivers some spot-on follow-up to Dan Meyer's request, Yiddish-infused as it is, that 'edupornographers' get a new 'schtick'.
He believes that today's students might ask their educators:
My chest seizes every time I think I know the answers.Why memorize information as long as I can find and retrieve it?
Why worry about plagiarism if I can locate what is worth saying, take what is already well spoken (does the world need more badly reworded variants of the same ideas?), and mash it up into something that I want to express as a different whole message?
Why test me on information tidbits that anyone and everyone looks up instead of teaching me how to think about information I look up?
If the majority of communication is telepathic, instant, sloppy, and disposable, why beat me up for grammar when I am trying to communicate ideas?
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