This article looks at issues related to the idea of 'Evidence-based teaching'. There are several specific problems, but the primary issue (in my mind) is this: "It would be foolish for educators to reject evidence out of hand, as if tradition or instinct were enough, but what now stands proxy for the breadth of evidence is statistical averaging. This abstraction neglects practitioners' accumulated experience, students' needs and wishes, feedback, and an understanding of social context." It doesn't matter how people, on average, learn. It matters how I learn.
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