The Winnipeg Free Press reports a US study showing 90% of US teens don’t get the 9-10hours of sleep they need each night. Too-early school start times are a major contributor to the sleep loss. The simple economics of (home)work suggests students might do better if we let them sleep more and work a little less.
What obligation do we have to mitigate this? What steps do we take if we think we have some part to play?
My friend Julia Leong, who has a gift for slicing through cruft, asked me today, “Why don’t they give students harder problems so teachers don’t have to invigilate?”
See also this post on How to write a good math question.
The University of Toronto recently hosted the first national summit devoted to Co-Curricular Records or Transcripts (CCR/T).
Is the effort coming from a real social need to accredit or from the institution’s drive for self-preservation? I have a feeling that accreditation, at least as we know it, will be made unnecessary by social media in the not-so-distant future.
When I worked in Sweden, I met an amazing human being named Sara Wallén who would send me QQs–quick questions on operational details, logistics, reference material and so on. We saved the big questions for face-to-face. I’m turning the term into a tag here and using it to grab questions that pop into my head. They’re likely big questions but I don’t have time or a face to talk to right now and I don’t want to forget that I asked.
Yong Zhao asks if schooling isn’t like sausage making. And if machines are replacing cognitive functions, why are you going to school?
Yong describes contemporary schooling as sausage-making: people enter the system with all kinds of unique talents but over the years we strip those away in favour of developing a select few skills and chunks of knowledge which meet some externally supplied standard called employable skills or university entrance requirements. If you’re natural skill set matches the standard, you’re in luck. It’s a bit of a lottery, really. If there is a mismatch between your skill set and the employable skills, you sometimes go to learning assistance which provides extra support to help you make the standard. And if there is a significant mismatch, you might go to a so-called alternative school.
The support is well meaning, to be sure, but it troubles me that it might amount to personalized de-personalization.
On the other hand, it might mean that alternative programs are actually much more progressive than the standard model.