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346 points obscurette | 1 comments | | HN request time: 0.2s | source
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donatj ◴[] No.42116365[source]
I work in EdTech, I have for a very long time now, and the problem I have seen is no one in education is willing to ACTUALLY let kids learn at their own level.

The promise of EdTech was that kids could learn where they are. A kid who's behind can actually continue to learn rather than being left behind. A kid who's ahead can be nurtured.

We had this. It worked well, in my opinion at least, and the number of complaints and straight up threats because kids would learn things "they shouldn't be" was just… insanely frustrating.

Now in order to keep schools paying for our services, every kid is banded into a range based on their grade. They are scored/graded based on their grade level rather than their growth. It's such a crying shame.

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bitcurious ◴[] No.42116597[source]
> We had this. It worked well, in my opinion at least, and the number of complaints and straight up threats because kids would learn things "they shouldn't be" was just… insanely frustrating.

Can you give examples? Are we talking evolution or addition?

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shortrounddev2 ◴[] No.42116677[source]
My guess is that the kids were learning ahead of the rest of the class and it made the teacher's life harder to keep track of where each kid is, or had to field questions outside of her expertise since often elementary school teachers only know enough to teach elementary school
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1. JoshTriplett ◴[] No.42117442[source]
A major part of this problem is teachers who treat "student knows something I don't (or aren't prepared to teach right now)" as a status challenge to be rapidly obliterated, rather than as an opportunity to encourage a student.

Many, many adults are extremely emotionally unprepared to accept the possibility that they may be wrong and a child may be right; they start from the assumption that this is an impossibility, and reason backwards from there.

Or, in the case where they do in fact know that the child is right, they nonetheless decide to prioritize asserting authority over demonstrating how a mature adult should handle being wrong. And thus do students learn bad examples of what to do when they're wrong.