Re: Why not let kids be kids?

[Horace B Lucido <hbl04@csufresno.edu>]

Peter,
One of the key aspects of Nel's work is 
.....A second signal is that the overuse of specific learning objectives in all subjects works against the development of intellectual habits of mind. Superficially, it seems fair to tell students exactly what they must learn and be able to do as a result of instruction. This is instructionally sound when we are teaching a narrowly defined skill, but it is a poor way to encourage problem-solving, critical thinking, and the habits of mind that support further, deeper learning. Too often the result of such instruction is students who can add when told to add, or solve quadratic equations when told to �solve the following quadratic equations,� but cannot decide when to use these techniques in solving problems. In the interest of intellectual habits of mind, students must be asked to identify for themselves the important points in every unit of study, construct their own summaries, attempt problems that have no obvious solution, engage in interpretation, and evaluate confli

Providing a complete structure of what is to be learned and a detailed list of outcomes expected of all students facilitates quick, shallow learning and swift forgetting. The little actually remembered is very like a collection of meaningless bits for Trivial Pursuit. Students come to expect that they should have answers at their fingertips instead of developing an attitude of inquiry�one of willingness to figure things out. 
The core of this is that the higher order thinking skills are engaged when there is relevance and personal meaning to the learning endeavor. To take alg I just to prepare for alg II is virtually without any redeeming value to the vast majority of high school students. They do it because it is required and they are fearful of the consequences if they do not. It has always been the role of the teacher to challenge students to think, to engage the neo-cortex in its prime function, which is pattern seeking. Life is not sequential- it is a random set of events that we have to constantly modify and adjust to. Living in the world requires creative solutions and problem solving skills. If we 'teach' that the only problem is completion of mindless tasks, that is how they will think the world is. They will be in for a rude awakening and so will we when we cannot find a plumber, electrician or a doctor who knows what they are doing.
Rog 
Rog ( Horace ) Lucido, Physics Instructor, Ret. 
Program Evaluator 
Adjunct Faculty, Fresno Pacific University 
Educational Consultant 
Educators and Parents Against Testing Abuse ( EPATA ) 
Assessment Reform Network Central Valley Coordinator 
Phone: 559-277-1312 
Cell: 559-355-4215 
email: lucid4@cvip.net 


----- Original Message ----- 
From: Peter Campbell <campbellp@mail.montclair.edu> 
Date: Saturday, March 22, 2008 9:38 am 
Subject: Re: [arn-l] Why not let kids be kids? 
To: arn-l@interversity.org 

> Thanks, Rog. Here's the same link in a shorter format: 
> 
> http://tinyurl.com/2b5jy9 
> 
> What do you -- and others -- think of Noddings' ideas? 
> 
> Peter 
> 
> On Mar 21, 2008, at 4:06 PM, Horace B Lucido wrote: 
> 
> > Peter, 
> > Thanks for the link, but the last portion was not hyperllinked: 
> > http://ed.stanford.edu/suse/news-bureau/displayRecord.php? 
> > tablename=susenews&id=259 
> > Rog 
> > 
> > Rog ( Horace ) Lucido, Physics Instructor, Ret. 
> > Program Evaluator 
> > Adjunct Faculty, Fresno Pacific University 
> > Educational Consultant 
> > Educators and Parents Against Testing Abuse ( EPATA ) 
> > Assessment Reform Network Central Valley Coordinator 
> > Phone: 559-277-1312 
> > Cell: 559-355-4215 
> > email: lucid4@cvip.net 
> > 
> > 
> > ----- Original Message ----- 
> > From: Peter Campbell <campbellp@mail.montclair.edu> 
> > Date: Tuesday, March 18, 2008 10:49 am 
> > Subject: Re: [arn-l] Why not let kids be kids? 
> > To: arn-l@interversity.org 
> > Cc: Deborah Meier <deborah.meier@gmail.com>, Jay Featherstone 
> > <josfe@msu.edu> 
> > 
> >> 
> >> On Mar 18, 2008, at 10:44 AM, Peter Campbell wrote: 
> >>> 
> >>> 
> >>> Nel Noddings -- professor of education, emerita, at Stanford and 
> >> 
> >>> now at TC Columbia -- had a great piece in Ed Week that is re- 
> >>> published here. Her insights might help. 
> >> 
> >> The link is: 
> >> 
> >> http://ed.stanford.edu/suse/news-bureau/displayRecord.php? 
> >> tablename=susenews&id=259 
> >> 
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