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Years ago I was watching so-called "best practices" videos on teaching estimation in early primary. I was astonished. Often the skill being coached seemed to be
by mncharity 2y ago
Years ago I was watching so-called "best practices" videos on teaching estimation in early primary. I was astonished. Often the skill being coached seemed to be participative performance in a collaborative pretense of understanding. What to do, and not do, so we can both pretend learning has occurred and move on. With the teachers themselves largely unclear on the concepts.
Ongoing formative assessment is usually closely associated with instruction, with attendant conflicts of interest. I wonder if say LLMs, might transformatively permit fine-grain and adaptive assessment. So a "what have you been learning?" dialog for objective identification, and then assessment across the objective neighborhood. With potential for tutoring of course. But here emphasizing a possibility for rapid verification of learning.
- lkdfjlkdfjlg 2y agoThink you could find a link?
- mncharity 2y agoSorry, no. Creating a search-based PIM over old backups seems a doable thing. But for now, hmm, youtube has a "before:2015" syntax..., but still, "teaching estimation" or "estimating jellybeans" or blocks, or etc. And some education sites used to self host videos. :/ It wasn't anything singular. Telegraphing/hinting at the desired response. Questions series amenable to surface pattern matching, rather than scaffolding or probing understanding. Coaching for response rather than for understanding. Lack of clarity on why estimate, and how. Except for that last... I imagine having a film crew hovering was not low stress, especially when things weren't going well. And at the time, when early-primary estimation was still a newish thing, having even a crufty idea what it could look like might still be worthwhile training-wise. Hopefully similar work would now be better?
- JustinSkycak 2y ago> Often the skill being coached seemed to be participative performance in a collaborative pretense of understanding. What to do, and not do, so we can both pretend learning has occurred and move on. And the more you do that, the more you're shutting off any possibility of any learning occurring in the future (because the student will not have acquired the prerequisites for whatever they're supposed to be learning).