(03-28-2014 03:35 PM)Bull_In_Exile Wrote:  

(03-28-2014 03:10 PM)Owl 69/70/75 Wrote:  

(03-28-2014 03:02 PM)Fitbud Wrote:  

(03-27-2014 08:45 PM)Paul M Wrote:  

(03-27-2014 04:26 PM)Fitbud Wrote:  I'm sorry if you are so thick that you cannot understand the nature of the assignment.
It's not about subtraction.

But teaching subtraction should be about subtraction.
This is why kids can't count today. Your wasting the time they should be learning math with this other completely idiotic shiit.

Oh yeah I forgot. Because critical thinking skills are idiotic shiit.

No, critical thinking skills are not idiotic.
But thinking that this is the way to teach them is idiotic.
If this is how the education community thinks you teach critical thinking, it's no wonder HS grads get to university without critical thinking skills.

And often without subtraction...

Like all that matters

http://www.limaohio.com/news/news/889658...yrus-class

(03-28-2014 03:31 PM)Fitbud Wrote:  

(03-28-2014 03:10 PM)Owl 69/70/75 Wrote:  

(03-28-2014 03:02 PM)Fitbud Wrote:  

(03-27-2014 08:45 PM)Paul M Wrote:  

(03-27-2014 04:26 PM)Fitbud Wrote:  I'm sorry if you are so thick that you cannot understand the nature of the assignment.
It's not about subtraction.

But teaching subtraction should be about subtraction.
This is why kids can't count today. Your wasting the time they should be learning math with this other completely idiotic shiit.

Oh yeah I forgot. Because critical thinking skills are idiotic shiit.

No, critical thinking skills are not idiotic.
But thinking that this is the way to teach them is idiotic.
If this is how the education community thinks you teach critical thinking, it's no wonder HS grads get to university without critical thinking skills.

It' not a way to teach students critical thinking per se. It's a way for students to think about their learning and verbalize it by putting it to paper.

I know it may seem like pointless work but it actually helps students learn.

And gullible isn't in the English dictionary.

Quote:Educators know the learning pyramid. Basically, it goes like this.

(03-28-2014 03:31 PM)Fitbud Wrote:  It' not a way to teach students critical thinking per se. It's a way for students to think about their learning and verbalize it by putting it to paper.
I know it may seem like pointless work but it actually helps students learn.
Educators know the learning pyramid. Basically, it goes like this.
What I hear I forget
What I see, I remember
What I do I understand.
By asking kids to explain why a subtraction problem is wrong, they are committing that understanding to long term memory.
It has a lot to do with brain research. Teachers are required to take lots and lots of hours on how the brain works and how best to help kids learn.

I'm sorry, but that strikes me as so much education bureaucrat mumbo-jumbo BS.

I am quite familiar with the learning pyramid. I make extensive use in my own teaching. But I can assure you that the kids that our high schools send to university have woefully underdeveloped critical thinking skills. And wasting time with crap like this is one reason why.

You don't teach critical thinking where there is just one answer. 427 minus 316 is always going to be 111, no matter how you approach it. You teach critical thinking with open-ended problems where there can be more than one right answer.

I don't think all those brain researchers you reference have the faintest f-ing clue how actually to teach anything. And seeing what the system they designed produces convinces me even more.

(03-28-2014 03:43 PM)Owl 69/70/75 Wrote:  

(03-28-2014 03:31 PM)Fitbud Wrote:  It' not a way to teach students critical thinking per se. It's a way for students to think about their learning and verbalize it by putting it to paper.
I know it may seem like pointless work but it actually helps students learn.
Educators know the learning pyramid. Basically, it goes like this.
What I hear I forget
What I see, I remember
What I do I understand.
By asking kids to explain why a subtraction problem is wrong, they are committing that understanding to long term memory.
It has a lot to do with brain research. Teachers are required to take lots and lots of hours on how the brain works and how best to help kids learn.

I'm sorry, but that strikes me as so much education bureaucrat mumbo-jumbo BS.

I am quite familiar with the learning pyramid. I make extensive use in my own teaching. But I can assure you that the kids that our high schools send to university have woefully underdeveloped critical thinking skills. And wasting time with crap like this is one reason why.

You don't teach critical thinking where there is just one answer. 427 minus 316 is always going to be 111, no matter how you approach it. You teach critical thinking with open-ended problems where there can be more than one right answer.

I thought we needed critical thinking for situations where people need to sift through, and ultimately discard, multiple wrong answers.

Approximation techniques are examples of this for math, and even arithmetic. You rule out wrong answers that may come from using a wrong formula, or even an inadvertent keystroke error on a calculator.

But approximation techniques require a sound understanding of the basic principles. And they're supposed to be simple and fast, not so complicated they replace the actual learning of the basics. I'll also add that science professors were complaining that students lacked these skills even back when I was a university TA.

More Common Core CRAP. Critical thinking is sorely lacking in education. By the educators.