The essential Knowledge for every learner

TSC - 17 de Enero de 2014

This time we want to share part of article from The Washington Post (read it full clicking here), where Valerie Strauss introduces to us the case of Marion Brady, a veteran teacher who has written many text, professional and History books, one of them called What is worth learninginside of which she tries to answer this question; What knowledge is absolutely essential for every learner?


Learning—real LEARNING—starts when, for whatever reason, the learner wants it to start. It proceeds if the aim is clear and what is being learned connects logically and solidly to existing knowledge. It is strengthened when mistakes are made, clarifying the potential and limitations of the new knowledge. It is reinforced when it is put to frequent, immediate, meaningful, real-world use. It becomes permanent when it is made part of the learners organized, consciously known master structure of knowledge.

Slow down for a moment and think about it. Cramming is indisputable proof of the superficiality and inefficiency—even the failure—of what is going on in most classrooms across America. What is crammed was not learned or there would be no need to cram; what is crammed is not learned or it would not be forgotten.

 In the real world, where it counts, the gap between crammers and learners is vast, and tends to widen over time. Unfortunately, the thus-far-successful reform effort to cover the standard material at a standard pace, and replace teacher judgment with machine-scored standardized tests has further institutionalized cramming and hidden the failure its use proves.

What a waste!

Here is a fact: Information overload is just one of about two-dozen serious problems directly or indirectly connected to our 19th Century core curriculum. Sadly, no, tragically, instead of rethinking that curriculum, starting with its fundamental premises and assumptions, reformers have considered it so nearly perfect they are determined to force it on every kid in America.

Are we not going at the job backwards? Should we not be doing just the opposite—developing and capitalizing on the learner diversity that enables humankind to adapt to change?




Training Solutions Consultores

91 435 09 37