This whole thread is really perceptive, but I think this is the key point - pedagogical strategies that are supposed to *replicate* work students are already doing are actually producing much *more* work for them, or at least more rigorous workhttps://twitter.com/Jodyji/status/1329836073799696384 …
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Like, on the one hand, I think the average amount of reading most students actually do seems pretty clearly to be much lower than ideal. On the other hand, the pressure to perform in high-stakes assessments is massive and it is breaking our students.
The ideal structure, for instance, for a history course would pretty clearly have not a lot of tests, but lots of readings, which would be discussed and probably quizzed (for engagement), combined with papers to practice formal argumentation.
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But that is a massively instructor-time-heavy class structure and the resources are simply not made available outside of the most super-elite institutions (and often, not even there) to actually DO that.
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So, you know... Gaze on my field of Good Answers. See how it is barren.
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