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Before opening the school seven years ago, principal Karen Kodama surveyed 1,500 business leaders on which languages to teach (plans for Mandarin were dropped for lack of classroom space) and which skills and disciplines. "No. 1 was technology," she recalls. Even first-graders at Stanford begin to use PowerPoint and Internet tools. "Exposure to world cultures was also an important trait cited by the executives," says Kodama, so that instead of circling back to the Pilgrims and Indians every autumn, children at Stanford do social-studies units on Asia, Africa, Australia, Mexico and South America. Students actively apply...
Curriki, however, isn't meant to replace going to school but to supplement it and offer courses that may not be available locally. It aims to give teachers classroom-tested content materials and assessments that are livelier and more current and multimedia-based than printed textbooks. Ultimately, it could take the Web 2.0 revolution to school, closing that yawning gap between how kids learn at school and how they do everything else. Educators around the country and overseas are already discussing ways to certify Curriki's online course work for credit...
...much students actually learn while in college,” Bok said at yesterday’s annual meeting of the New England Association of Schools and Colleges. “Only faculties can actively improve the quality of teaching and learning in the nation’s classrooms.” Although presidents and deans must encourage faculty to play a central role, through incentives and funds, the responsibility ultimately lies with the faculty to enact necessary changes, Bok said. He called these reforms the “new process of enlightened trial and error...
...more time that students spend practicing basic math skills, the better their proficiency. In the U.S., the standard of math lags behind because in-class time is not sufficient for some students to master a certain topic, and the students do not spend enough time outside of the classroom working on that topic. The government should work with parents and guardians to ensure that students practice a lot of math after school or at home because in-class time is just not sufficient for mastery of some concepts for an average student...
Kumon and other similar teaching methods are the best way to ensure that students practice math skills outside the classroom. Mastery is something that takes time and practice even for some of the most gifted students. The government should focus on ways to fund tutoring through schools or through local organization so that it is available to all students regardless of economic background. Instead of trying to come up with some revolutionary method of teaching math, we should simply learn from what Japan and other foreign countries are doing. Tutoring is best in small doses: not too much to overwhelm...