Very true. Sometimes having the right word for a thing makes it useful but if you can’t explain it in normal terms, does one really understand it? I’m watching this: https://www.youtube.com/watch?v=TzDhdvVg9_c seems to be along these lines.
I never found a good balance myself. Wait until somebody complains is about the best I could get to.
Indeed. I was surprised to see an actual 5th grade classroom because it’s common to CLAIM, “[DIFFICULT THING] at a 5th Grade level” — but to PROVE it, is a whole ‘nother thing.
So, I’m impressed.
(not so impressed by the students as they’re smart – but at the person doing the experiment, for treating the kids as capable)]
The funny thing about this method of teaching that he’s using, which is the standard tried-and-true method used forever?
It’s MOSTLY performative art. Students know by the teacher’s tone of voice how to respond and the answers are usually given by the teacher in a clear way just prior to asking.
That said: To go home and say “I learned Calculus today” and to BELIEVE one has a grasp on fundamentals of Calculus (which they would if they went deeper than the performance art of the teacher/students classroom play) will remove a significant barrier to learning, which is doubt in one’s capabilities.
“ that’s oddly validating. i find that very interesting right at this moment in my life, when finding evidence of people who would believe in my abilities is hard, like I have to do all of the self-belief now. is that the epistemological version of wiping your own ass, to make yourself mean something to yourself, without the help of an external party” – D’s reply