Reposted by Nick Covington
"Some children think that their legs might grow again. This is one of the saddest things that we hear on a regular basis.”
The war in Gaza makes life nearly impossible for disabled people.
www.motherjones.com/politics/202...
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The story of modernity in so-called Western society has been trying to "fix" childhood. I'm sure we'll get v2.0 with the next patch update.
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"I do wish to question whether the task of schooling is exhausted by the idea of subject-related learning...Given that a curriculum can never be all inclusive—we have to concede that a given curriculum is always only a particular selection of what might be possible." - Gert Biesta
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It's no wonder the traditional school schedule is built around ranking & sorting because it's certainly not made to support the brains of adolescent learners. 😬
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My own HS teachers would probably not appreciate what I never learned in the first place and what has stuck around into my late-30s, yet I'm a college-educated, reasonably (IMO) functioning adult (again, I imagine, much to their surprise). 😅
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Jack Schneider uses the analogy that you can't really speed up, say, a performance of Beethoven's 5th anymore than you can speed up child development by cranking the Learning Dial to push more content on ever earlier ages. It's still gonna take 10 years to grow a 10 year old!
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It's why I've always been skeptical of the purpose of instruction-as-memory-management. It's building your edifice on shifting sand. We really don't have a lot of control over what sticks, what students will take away, and what will actually be remembered across years & decades.
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If we assume that learning moves at the speed of memory, what does that mean for the "vitally important" pieces of content that are natural & inevitable casualties of the speed of schooling?
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If we assume that learning moves at the speed of memory, what does that mean for the "vitally important" pieces of content that are natural & inevitable casualties of the speed of schooling?
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In a 7-8 period day, even the best managed course is up against a full stack of new content each day. Even if we allow that students are managing 7 items in STM at any given time (assuming they are school related at all), which ONE piece of content from your course makes it?
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It's actually a miracle any learning happens at all. The first thing I would do to design a healthier high school built for learning is throw out the traditional bell schedule in favor of at least one large interdisciplinary period.
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It's no wonder the traditional school schedule is built around ranking & sorting because it's certainly not made to support the brains of adolescent learners. 😬
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Doesn't the best case for cognitive load management also end up arguing for a radical restructuring of the typical 7-8 period HS school day, which seems is perfectly designed to overwhelm w/ task-switching & too much info in STM?
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