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How ‘Deprogramming’ Kids From How to ‘Do School’ Could Improve Learning

How ‘Deprogramming’ Kids From How to ‘Do School’ Could Improve Learning
iStock One day, Adam Holman decided he was fed up with trying to cram knowledge into the brains of the high school students he taught. They weren’t grasping the physics he was teaching at the level he knew they were capable of, so he decided to change up his teaching style. It wasn’t that his students didn’t care about achieving — he taught at high performing, affluent schools where students knew they needed high grades to get into good colleges. They argued for every point to make sure their grades were as high as possible, but were they learning? “I felt I had to remove all the barriers I could on my end before I could ask my kids to meet me halfway,” Holman said. “The kids realized this made sense,” Holman said. “It turned my students into classmates and collaborators because I didn’t have a system in place to deny the collaboration,” Holman said. Holman didn’t just change his grading policies. The class read Timothy Slater’s article, “When Is a Good Day Teaching a Bad Thing?”

http://blogs.kqed.org/mindshift/2014/12/how-deprogramming-kids-from-how-to-do-school-could-improve-learning/

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