“It is a sign of wasted effort if an activity from which students are expected to learn is not enjoyable for them. It means that they are only learning the wrong things, namely that they can’t succeed in learning what they are trying to learn – and also, probably, that they don’t really want to learn it in any case.”
– Frank Smith, The Book of Learning and Forgetting (New York: Teachers College Press, 1998), p. 87.
(Explained using only the ten hundred words people use the most often, just like at that one not-real place I found with my computer. I wrote this using a thing the guy who makes that not-real place made to help people to write more simply.)
I work at a big college (the kind that has a lot of little colleges in it). This week I went to a meeting where some of the top leaders of my big college talked about how they want a lot of us in my big college to do new things in teaching.
They said a lot of stuff about how teaching is good and how teaching matters a lot to people and how important it is to do new things in teaching . . . and especially how important it is that people in my big college do the new things before anyone else does them.
What they did not say, but I thought I heard anyway, is how they do not really know what teaching is.
Continue reading “Doing New Things in Teaching (with more words added later)”
STEM education is all the rage: Science, Technology, Engineering and Mathematics, the collection of disciplines regarded as the most desirable, the most likely to lead to financial success for individuals and economic growth for nations, the obsession of universities and policy makers alike.
I don’t know who was the first to consider the possibility of making a concession to the older and richer tradition of liberal-arts education in the United States, but I’ve also come across the acronym, STEAM, in which the ‘A’ stands for Arts.
That’s nice. Continue reading “Why I Don’t Want to Get STEAMed”