April 29, 2008
Emily Bazelon at Slate wonders why the percentages of Pell Grant recipients (students from low-income families) are declining at the top/richest universities, even as they adopt programs like Harvard’s new free tuition gambit.
Breakthrough has known for a long time that part of the answer is that money to pay for college is only a small part of the problem. The bulk of the kids that would qualify for the generous Harvard program are not academically prepared for admission. Bright kids that aren’t challenged in middle school aren’t taking advanced classes in high school, and they aren’t getting into Harvard. We can’t ask schools like that to lower their admissions standards, so we’re helping bridge the gap. Breakthrough kids are the kids that belong in Harvard but aren’t given a fair shot. And money has very little to do with it.
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Posted by Bobby Cupp
April 29, 2008
This is a debate that happens a lot in schools. Should kids be taught abstract mathematical rules, or should those be slipped into real-world problems like figuring our train schedules or buying baskets of apples? I think the answer is both, that abstract thinking is essential for mastering higher math, and also that connecting strings of numbers to actual objects is a useful entree to that sort of thinking. A new study out of Ohio State makes the case:
Study Suggests Math Teachers Scrap Balls and Slices (NY Times)
The real take-away here is that you should teach your classes with a balance of both. Your kids will will come in with their own strengths and preferences: some will love stories about sales taxes and zoo animals, while others can’t be bothered and would rather pound out a page of equations. Both of those kids need to build their skills in the other categories. We are working with bright kids, and you are tasked with building out and broadening their skills so that they can compete. Don’t let them rest on their laurels. Find what they’re good at, and use that confidence to push them in the other areas.
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Posted by Bobby Cupp
April 29, 2008
Is actually good teaching…
Students Teaching Teachers (History Tech Blog)
This probably isn’t news to you, but I like bulleted lists:
- On-line stuff is good
(Using technology and the right tools for your audience is a good thing)
- Paperwork is boring
(The brain sees no connection between busy work and learning)
- Mix things up to keep it fresh
(Use “hooks” to engage the brain)
- Tell stories and experiences to make it real
(Emotion and stories are great ways to connect content with students)
- Teach us how to study
(Provide scaffolding and structure to content)
- Hands on stuff is effective
(Doing equals learning)
- Don’t lecture all period
(The brain needs time to “chunk and chew”)
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Posted by Bobby Cupp
