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But then the students might as well just read the textbook. I had in high school, physics PhDs for physics and math and it was the best experience of my educati
by e2e8 10y ago
But then the students might as well just read the textbook. I had in high school, physics PhDs for physics and math and it was the best experience of my educational life. The much deeper level of understanding they brought to bear allowed them convey the material more clearly and also draw our attention to deeper connections with more advanced topics.
- eastbayjake 10y agoYou should bear in mind that: (1) At the high school level, for most students, a teacher's value-add is diagnosing and remediating misunderstandings. It's odd that we expect high school teachers to create curricula from scratch when it'd be better for a highly-optimized lecture (e.g. celebrated teacher recording a video lecture) to convey knowledge to lots of students and let teachers focus on the high-touch, one-on-one work of figuring out what individual students are misunderstanding and working with them to correct it. (2) Teach For America works with students who are often far behind national standards. My students in Mississippi had one year of science between 5th and 9th grade, so most of the nuance of a physics PhD would have been wasted on remediating things like basic atomic structure. My anecdote is particular to a very low-performing region.