🚀 go-pugleaf

In article <3vqi9f$514@gwis2.circ.gwu.edu>,
George Edwin Telzrow <galaxie@gwis2.circ.gwu.edu> wrote:
>Go to the talk.  I think Shelley made some other good points about 
>authentic assessment and the development of portfolios.  You can't argue 
>with physical evidence of work accomplished.
>	I do not understand those who freak out at the mention of making 
>learning relevant to the student's world.  Student motivation IS a very 
>significant factor for learning.  Those who are really trying to teach 
>know this and will look for meaningful ways to increase motivation.  

I do not think that anyone suggested that learning should be designed
not to be immediately relevant.  But insisting on this can have the
effect of leaving out important basic material until well after the
ideas are tangled in a maze of details.

Teaching the mechanics of solving special problems can make it much
harder to learn the general idea of applying what one knows in one
place to another.

It has been observed that many of those who learn to read by the
whole word method are unable later to use the alphabet to deciper
new words.  Teaching if for the future, not the present; if one
restricts it to the present, it is at best inefficient.
-- 
Herman Rubin, Dept. of Statistics, Purdue Univ., West Lafayette IN47907-1399
hrubin@stat.purdue.edu	 Phone: (317)494-6054	FAX: (317)494-0558