A Quote by Lawrence Kutner
Children learn and remember at least as much from the context of the classroom as from the content of the coursework.
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Content marketing needs to be at the heart of your SEO efforts. It has always been that way, but is even more so now because Google is so much more effective at understanding the context of content and how it is shared, etc.
Probably the most important skill that children learn is how to learn. ... Too often we give children answers to remember rather than problems to solve. This is a mistake.
Everyday classroom teaching is not what children will remember, but how you made a difference in their lives.
I believe that part of what propels science is the thirst for wonder. It's a very powerful emotion. All children feel it. In a first grade classroom everybody feels it; in a twelfth grade classroom almost nobody feels it, or at least acknowledges it. Something happens between first and twelfth grade, and it's not just puberty. Not only do the schools and the media not teach much skepticism, there is also little encouragement of this stirring sense of wonder. Science and pseudoscience both arouse that feeling. Poor popularizations of science establish an ecological niche for pseudoscience.
Good content should be at the heart of your strategy, but it is equally important to keep the display context of that content in mind as well.
I believe that if we want our children to understand the world beyond their classroom, we must bring the world into their classroom.
Technology creates the context for persuasion, but content persuades. Technology helps get content to the right people at the right time. The content still has to influence. Delivering the wrong content at the right time is as bad as delivering the right content at the wrong time.
When the Hyderabad Chapter of TFI approached me to be a part of their Leaders in Classroom event, I readily agreed to be a part of it. It was a great classroom experience. I really enjoyed myself. The kids were very expressive and it was heartening to say the least.
Most brain scientists have not taught 4th grade, and don't know very much about the classroom, even though they might study learning in some detail. Most education professionals, who often know a tremendous amount about the classroom, don't know much about the brain. That is one of the reasons why I am so skeptical about applying brain findings to the classroom.
My philosophy is that I am a friend of the children. I don't think anyone should see them as pitiable subjects or charity. That is old people's rhetoric. People often relate childish behaviour to stupidity or foolishness. This mindset needs to change. I want to level the playing field where I can learn from the children. Something I can learn from children is transparency. They are innocent, straightforward, and have no biases. I relate children to simplicity and I think that my friendship with children has a much deeper meaning than others.
Everybody's got baggage, and not just the classic, 'Oh I have so much baggage,' but everyone comes with so much context, and you're not just dating a person: you're dating all their context, too. Part of relationships is negotiating each other's context.
In most every business, you learn by doing. The apprenticeship model is much more effective than the classroom for cultivating entrepreneurs.
What, of course, we want in a university is for people to learn the skills they're going to need outside the classroom. So, having a system that had more emphasis on inquiry and exploration but also on learning and practising specific skills would fit much better with how we know people learn.
I had a bad time in school in the first grade. Because I had been a rather lonely child on a farm, but I was free and wild and to be shut up in a classroom - there were 40 children on those days in the classroom, and it was quite a shock.
I remember playing with John Zorn and Ikue Mori in Taiwan in a school classroom. There were, like, 15 people there, maybe, and they were sitting at the classroom desks, and we played under the chalkboard. There's no difference between playing that and the 'download' festival.
Television didn't transform education. Neither will the internet. But it will be another tool for teachers to use in their effort to reach students in the classroom. It will also be a means by which students learn outside the classroom
