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If you wanted to foster a love of reading, one thing you wouldn't do is assign discrete chunks of a book to be dissected ad nauseam, stretching a single text to 2+ months and providing low grade torture to anyone who reflexively "reads ahead" when they're enjoying themselves
If you wanted kids to love science, you wouldn't force cookie cutter experiments onto them for which the materials are already chosen and the expected results are implied with a heavy hand or, worse yet, explicitly described before anyone is permitted to touch a beaker
Even writing, a skill so inherently generative that it would seem a priori impossible to make rote, becomes an exercise in filling out the 5-paragraph formula, perhaps with "words of the week" to include and a list of style choices — presented as grammar absolutes — to avoid
I agree w/ most all of your points. But for Chemistry, due to the inherent danger of so many chemicals, we do have to explicitly describe the experiments before undertaking them. At least until we train the young scientist to a minimal professional standard of competence.
I assume you've read A Mathematician's Lament, but if you haven't, I think you would appreciate it. https://www.maa.org/external_archive/devlin/LockhartsLament.pdf …pic.twitter.com/f00vNZyQIQ
Especially egregious is when the expected results pushed are flat wrong. "Hey kids, deny your own senses and don't rock the boat!" http://cst.ufl.edu/that-neat-and-tidy-map-of-tastes-on-the-tongue-you-learned-in-school-is-all-wrong.html …
Yes so much yes here, that’s why we are keeping the materials out and letting them experiment, without having much concern about the end product. My pinned tweet is all about it. We get the questions all the time “ why not a stem class” we say these play components are Stem
Exploring, experimenting and tinkering with them might make a child curious and question which is an imp part. That’s why We are saying No to many conventional teachers. Getting Facilitators is super tough.
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