4.8 • 12.9K Ratings
🗓️ 3 April 2017
⏱️ 112 minutes
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| 0:00.0 | I think the grades tend to be a topic that we get stuck on because it's emblematic of |
| 0:07.0 | something else. |
| 0:08.3 | What I think we need to be focusing on is what kind of learning works and what kind of |
| 0:12.3 | assessing works. |
| 0:13.6 | Because testing is not inherently evil. |
| 0:18.2 | Testing actually gives us really important information about learning. |
| 0:21.4 | It's just how we execute that testing is a nightmare. |
| 0:24.9 | We do it essentially in the law school style, which is, here's more information than you |
| 0:29.6 | can possibly handle, cram it in as well as you can, and then regurgitate it for me in |
| 0:33.7 | a multiple choice format. |
| 0:36.1 | That's not great learning. |
| 0:37.8 | What's great learning is taking information in, having to manipulate the information, maybe |
| 0:42.4 | having to peer teach the information, maybe having to create a project, apply it in some |
| 0:47.5 | new novel way, attain mastery. |
| 0:51.1 | That's true learning. |
| 0:52.6 | That's Jessica Lehi, this week on the Retroll Podcast. |
| 0:59.6 | I thought it would be interesting to book and laugh. |
| 1:59.6 | I'm going to talk about the history of the New York Times. |
| 2:05.8 | Education law from the University of North Carolina School of Law. |
| 2:08.7 | Today she is an English and writing teacher. |
| 2:11.6 | She is a correspondent for the Atlantic. |
| 2:13.8 | She's a commentator for Vermont Public Radio. |
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