There is a conflicting trend between innovative trends in education and the need to sell results to parents, families, the media and other ‘stakeholders’ in education.
Experts encourage teachers to implement learning situations such as experiential learning, decentralization of classrooms and authentic assessments. They advise teachers to be trainers or mentors to children studying in rows instead of lecturing traditional experts. Bring tables, devices, and projects! Students’ apparent engagement অভ and lack of monotony পরামর্শ suggests that teachers are making an impact that will help students through their future learning.
When teachers design experimental projects, they expect results very carefully. Many start there and work backwards, planning for different possibilities, including students who may exceed expectations and many who will move forward in a developmentally appropriate way.
In particular, teachers do not aim to create brilliant or perfect results for students; They hope the results will present a messy process, hands-on pedagogy and a lack of professional resources. They carefully teach skills through the engineering process and examine the results as a learning tool to debrief students and reflect the lessons they have learned to create it.
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But when many adults see results like posters, articles, videos and more, they judge them out of context because they have not experienced the process and may not even be aware of it. They tend to be more critical than teachers and they often express a desire to find ways to improve the presentation.
Students get to see the finished product instead of a glimpse of the work they were able to do to create anything. The result is a small percentage of the project, but some viewers see it in its entirety and judge accordingly. When these viewers aim for results other than guiding students through evaluating their work or visualizing learning, the response teachers hear is, “What can we do in the process for better results?”
Adults want to help and improve. They tinker with precautionary protocols, access to larger resources, access to outside experts for advice and even fancy materials. Students create more fluid videos for beautiful posters or websites for walls but don’t learn much about tackling challenges by acquiring relatively small skills.
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Education experts chant, “Failure is a good thing; You learn from it. “But when others see less than perfect results, they see ‘places of improvement’ or worse, ‘failures.’ Encourages.
Learning is not perfect or precise or beautiful; It is hard, painful, and often ugly. At best, it produces long-term and sometimes invisible results, some of which can be illuminated by the type of product (e.g., character grade or polished presentation) that parents and other stakeholders want to see.
So to impress, for learning-especially in innovative approaches to learning-is often packaged and sold, tied with a bow to entice people to create positive impressions of places. But does authentic and innovative education have to sell ‘education’ and look good in the process?
Image attribution Flickr user Vinsalangi; The problematic conflict between transparency and learning innovation