This Article, from Dangerously Irrelevant, was a community resource in one of our weekly newsletters. At TKG, we are working on improving the educational experience not improving on the existing model. There have been wonderful and difficult experiences along the way and we depend on the community of experts and families who continue to inspire us to think creatively about education:
We’ve always defined, as an educational community, rigor as being a lot of hard drudgery, what we consider really hard work, taking engagement and interests completely out of the equation and saying, ‘If we see kids who are sitting at their desks and they’re just writing a ton or they’re doing a bunch of research, if they just look kind of upset, if they look like they are not enjoying themselves, then there is rigorous things going on in that classroom.’ That’s a real problem.
We need to stop defining rigor as busywork, as kids knuckling down to the pressure and the drudgery of school. At the end of the year, there is this huge binder of notes and diagrams from PowerPoint exhibits, stuff that kids worked all year on. I’ve talked to kids here who have produced an artifact like that. To the outside community, even in many ways to the inside community, that looks rigorous because, look at what you produced.
But when we talk to those kids, when we ask, ‘What are your retaining from this? What do you feel, what are some of the big concepts that you came away with, and how are you applying those in your life in your lives every day,’ they can’t tell you. They know that they did this thing and they got a good grade on it but they can’t tell you what they are going to do with that.
READ THE ARTICLE AT DangerouslyIrrelevant.com