ipl-logo

Review Of Let's Teach For Mastery Not Test Scores By Sal Khan

1211 Words5 Pages

Let's teach for mastery — not test scores by Sal Khan
The key information that I learned from the text was the negative impact that standardized testing has on students. Sal Khan talked about how students are given a set time to learn a set amount of information, then are tested on it. After the test they are shown what is wrong, but then given another set time and another set amount of information to learn before the next test. This causes the students to be learning new knowledge based with the wrong basics. He went on to talk about how students achieved better marks when tests and worksheets were given to suit the students abilities. He showed how studies done 100 years ago using this concept were very successful, but he felt it wouldn't scale to a full …show more content…

He talks about how this was the case 100 years ago, but now we have the technology to make it work. He stated the benefits of this, “One, students can actually master the concept. But they are also building their growth, mindset, they are building their grit their perseverance, they are taking agency over their learning. Instead of being focused on the lecture students can interact with each other, they can get deeper mastery over the material.“ Before ending his speech the last piece of information he gives us is that if we learned on mastery based teaching, people wouldn’t be discouraged from become a doctor or a cancer researcher or a mathematician. He explains that this is because they hit a wall where they don't know how to do something and they think I can't do this. Today's education would identify that they were wrong, but then move on with the next lesson, building on that incorrect information. Where mastery teaching would allow them to stay on

Show More
Related
513 Words | 3 Pages

To begin with, it is extremely important that our educational system stops promoting false confidence and allowing students to unlearn their current outlook on life. Both Davidson and Twenge touch upon the flaws in the current education system. As Davidson describes, “Confidence in your ability to learn is confidence in your ability to unlearn, to switch assumptions or methods or partnerships in order to do better. This is true not only for you, as an individual, but for whole institutions” (Davidson 67). Davidson believes true confidence, allows one to not only learn important ideas, but also forsake the ideas that may harm him or her from reaching a goal; she also mentions that this notion does not apply just to an individual person, but also applies

Read More
1254 Words | 6 Pages

Per Kay, Lasch does not have a conclusion to this question. On the other hand, Kay does not believe “this is the sort of issue that lends itself to grand conclusions that make us feel good. Rather it demands a reevaluation of our educational visions followed by the implementation of very specific strategies” (43). This quote is very important to consider not just because of the words, but for the fact that it is stating that right now there does not seem to be a final answer or conclusion on this problem. Yes, this might be one of the biggest challenges that today’s society faces, but as Kay states: “if we have the courage to take on this challenge, then why should we teach students to avoid challenges, difficulties, and occasional failures?”

Read More
1026 Words | 5 Pages

In her essay, Davidson mentions the story of her mother in law who was able to create a new way of learning for her students that was able to inspire kids to learn despite their circumstances. As Davidson mentions in her essay “Like the iPod experiment, what this classroom story shows is that kids want to learn and can propel themselves to all kinds of learning as long as there is a payoff, not in what is won or achieved in statistical terms, but what is won and achieved inside in the sense of self confidence and competence”(67). Mrs. Davidson was able to change and elevate the learning experience that her students get without being a part of what would be considered as an elite institution. Lacking wealth, reputation or prestige makes Mrs. Davidson’s classroom look like a normal classroom despite it being considered elite to Mrs. Davidson students. The standards of judging what is and is not considered elite lacks the ability to truly measure the learning experience that the students experience, As Davidson explains “Put those kids in a lecture hall, give them a standardized curriculum with standardized forms of measuring achievement and ability, and they learn a different lesson.

Read More
559 Words | 3 Pages

Coats mentions we must “move from the classroom as the locus of instructional delivery, to the student as the focus of instructional attainment.” His opinion, by this, is that focusing on individual students’ needs instead of engaging them in a full classroom is the best solution- using other means than instructional delivery is not only okay but appropriate. Rosenblum opposes this by saying we “internalize an ethos of caution.” He believes that instead of catering to the individual student, forcing them to learn different methods is a better way to go. Their points are strongly made, but contrast dramatically.

Read More
710 Words | 3 Pages

Learning what you want to learn, getting the education you want and to follow your interests. He begins the article very bluntly by stating that hard work, good grades, and listening to your teachers isn’t going to magically

Read More
727 Words | 3 Pages

" In Never Work Harder Than Your Students, Robyn Jackson makes a radical assertion: Any pedagogia can become a master edifier by developing a master edifier mindset. The master pedagogia mindset can be achieved by rigorously applying seven principles to your edification until they become your automatic replication to students in the classroom. The more you exercise these seven principles, the more you commence to cerebrate like a master edifier: 1.

Read More
1134 Words | 5 Pages

The more that I read this book, the mores feelings I develop about students’ needs in the math classroom and education as a whole. In chapter 4, the author discussed a lot about standardized testing. There was a lot of interesting facts and information about this topic. As a education student, I know about standardized testing and I know that teachers change their teaching methods to help increase or at least try to increase students’ test scores, but in the process they lose interest of their best practices along with their students. Teachers also have a tendency to move too fast and just teach the content then move on.

Read More
603 Words | 3 Pages

Dear Paul Ashwin, I read your article “Teaching to the Test” which was about the problems of standardized testing and its failure to benefit their education. In the article, you mentioned that the skills assessment portion is problematic; the student’s problem solving abilities based on these assessments is not a reflection of their capabilities, but is actually a test to measure their sense of “good or bad reasoning” (Ashwin, Teaching to the Test). You also pointed out the varying degrees of knowledge between students that also factor in their test results as an issue. Students who are taught more with better devices to help the learn tend to perform well, and the opposite is true.

Read More
1114 Words | 5 Pages

Teachers often get a classroom of about 20-30 students; this hinders the teacher from individually assisting students in an efficient manner. Some students could be completely lost due to misunderstandings or nebulous, half-formed concepts of preceding ideas and teachings, while others could be well ahead with their studies, thinking nothing of this ‘new’ topic. In “The Shame of American Education” by Burrhus Frederic Skinner, creator of B. F. Skinner Foundations, a distinguished American psychologist, behaviorist and esteemed social philosopher, he states that schooling procedures should “stop making all students advance at essentially the same rate,” since “those who could move faster are held back, and those who need more time fall farther and farther behind.” He also suggests a possible solution in which the system “could double the efficiency of education with one change alone-- by letting each student move at his or her own pace” and using “individual instruments for part of school curriculum”. Having students ‘learn’ at the same rate would not improve their knowledge but reversed effects instead.

Read More
251 Words | 2 Pages

Students learn a variety of ways and we have to adapt our teaching and lessons to ensure that all students are learning. We are educating the future, we are teaching students to become critical thinkers,

Read More
1663 Words | 7 Pages

When he walks up to the table one of the teacher says “We were just discussing testing, which test do you prefer?” Finn responds by saying “students should not be tested because they are the future and you as a teacher are able to let them teach, but they must lead the way.” Disliking testing in the classroom is a very progressive idea. Grading kids on what they do and do not understand can be harmful to their education. Traditional schooling tends to prepare kids for exams, but not the real world or to think critically in society.

Read More
501 Words | 3 Pages

One main point he tries to bring to attention is that schools are not doing enough to help students fully understand what they are learning. Students

Read More
617 Words | 3 Pages

The things that we are learning have a real-world application outside of the classroom. Cat’s Cradle, while confusing at parts, works as an example as to how you can look at a problem from a different angle and understand different patterns and meanings from the same evidence. The focus of the classroom now is centered on learning and improvement. If you don’t understand a concept or part in the book, that’s fine, you should ask questions in class so you can better comprehend the material and continue on with learning. Everything we do related back to another topic we have covered in the

Read More
1062 Words | 5 Pages

They are constantly stressing the idea that the questions on standardized test are more centered on the fact that it’s information all students need to master, rather than coming up with ideas on how to tackle it in various ways. This introduces the fact that if you are constantly looking at a problem and thinking there is only one right answer, you will be more prone to work harder not smarter and possibly not working well with others in the

Read More
869 Words | 4 Pages

He wants to tell the students that no matter what is going on, you can still learn and get education. He also portrays this message by telling the students about the achievements people had made. “It's the story of students who sat where you sit 250 years ago, and went on to wage a revolution and they founded this nation. Young people. Students who sat where you sit 75 years ago who overcame a Depression and won a world war; who fought for civil rights and put a man on the moon.

Read More

More about Review Of Let's Teach For Mastery Not Test Scores By Sal Khan

Related Topics

Open Document