3 ms·
In the first case you would get outright rejection (typically expressed as "why do we even need that" or "nobody can understand that"), in the latter at least t
by petschge 8y ago
In the first case you would get outright rejection (typically expressed as "why do we even need that" or "nobody can understand that"), in the latter at least the better students would ask question "why can we do that step", "why does this follow", "earlier you said X, not we do Y, why?".
- jessriedel 8y agoOK, you just mean that different students will want different levels of rigor/clarity. Sure.
- petschge 8y agoYes. And better students tend to want more rigor (or have more brain cycles left over for more rigor in the introduction of new but only tangentially relevant topics) than the weaker students, who are usually more happy to take something at face value as long at it let's them continue with the main topic. The line you have to walk as a teacher is then to find an appropriate level of rigor to not loss (too many) students, while satisfying the curriosity of the more interested students and telling them where to find the extra details they might want to know.
- jessriedel 8y agoOK but I would describe that as the students having already been poorly partitioned into classes. If you're taking a class where you need to go read independently to understand what's going, it seems much better to either just read fully independently or to take a class in the actual thing you want to learn. Sending a bunch of kids with widely varying levels of skill and interest through the same course is hugely wasteful, however common that may be.