There’s a core assumption in CFAR that the way the academics currently go about inventing debiasing interventions doesn’t seem to work well and that it’s worth to try a different strategy.
A while ago I tried to read up on education research. The problem in which I ran into, was that most papers are full of postmodern jargon. The class that was taught at our university was full of such paper assignements. Postmodern fields generally don’t have much consensus either.
Bill Gates presented statistics in one of his Ted talks about what determines teacher performance. According to his numbers students of teacher who have a masters of education don’t do better than when the teacher has only a bachlor degree.
This means that the knowledge that’s taught seems to be worthless for getting students to learn the material they are supposed to learn better and in addition the teaching quality of the education professors is so bad that they don’t manage to teach actual teaching skills.
Yes, that is precisely why I suggested that the right way to go is to speak to a working educator, an expert at, and not merely speaking to academics (experts on), and certainly not to simply read some papers!
There’s a core assumption in CFAR…
And is it an axiom, that CFAR is right about these things? Isn’t that what we’re here to discuss?
This means that the knowledge that’s taught seems to be worthless for getting students to learn the material they are supposed to learn better and in addition the teaching quality of the education professors is so bad that they don’t manage to teach actual teaching skills.
This does not match my experience. In any case, what you would want to do (obviously, or so I thought) is to find an educator who is known (via recommendation, reputation, etc.) to be capable.
It’s hard to teach implicit unconscious knowledge; the best pianists aren’t also the best piano teachers. Just because someone can teach math, doesn’t mean they can teach teaching!
It seems like they could still demonstrate the procedure they’d use for teaching, if only for an unrelated topic, and some of that could be transferred. I expect it would be more efficient than trying to reconstruct the syllabus-building techniques (&c) separately.
There are also teachers who train other teachers, presumably, so you could employ the help of one of them.
There’s a core assumption in CFAR that the way the academics currently go about inventing debiasing interventions doesn’t seem to work well and that it’s worth to try a different strategy.
A while ago I tried to read up on education research. The problem in which I ran into, was that most papers are full of postmodern jargon. The class that was taught at our university was full of such paper assignements. Postmodern fields generally don’t have much consensus either.
Bill Gates presented statistics in one of his Ted talks about what determines teacher performance. According to his numbers students of teacher who have a masters of education don’t do better than when the teacher has only a bachlor degree.
This means that the knowledge that’s taught seems to be worthless for getting students to learn the material they are supposed to learn better and in addition the teaching quality of the education professors is so bad that they don’t manage to teach actual teaching skills.
Yes, that is precisely why I suggested that the right way to go is to speak to a working educator, an expert at, and not merely speaking to academics (experts on), and certainly not to simply read some papers!
And is it an axiom, that CFAR is right about these things? Isn’t that what we’re here to discuss?
This does not match my experience. In any case, what you would want to do (obviously, or so I thought) is to find an educator who is known (via recommendation, reputation, etc.) to be capable.
It’s hard to teach implicit unconscious knowledge; the best pianists aren’t also the best piano teachers. Just because someone can teach math, doesn’t mean they can teach teaching!
It seems like they could still demonstrate the procedure they’d use for teaching, if only for an unrelated topic, and some of that could be transferred. I expect it would be more efficient than trying to reconstruct the syllabus-building techniques (&c) separately.
There are also teachers who train other teachers, presumably, so you could employ the help of one of them.