I wish we could instead spend the millions wasted on textbooks towards more useful materials like high-interest books. Unfortunately, here in California, this unfortunate laser-like focus on textbooks has led to the well-intentioned but flawed Williams Act, which requires every student to have an up-to-date textbook but which doesn’t allow those funds to be spent on more useful materials. In fact, apart from our Theory of Knowledge textbook, all the useful texts I’ve in my classes have come out of our school’s funds. Fortunately, our school’s leaders understand what our students need.
A new study has been released today that I suspect most IB Theory of Knowledge classes around the world will be incorporating in their discussions of memory’s role in acquiring knowledge. It found that, as the headline of an article about the study says, The more we know, the easier we are to deceive.
Here’s an excerpt:
This is one reason we spend a fair amount of time on the concept of false memories in TOK classes. It sounds like it might be worth discussing in other classes, too.
A new study has found that a “rewards for attendance” scheme initially improved school attendance, but after it was removed both attendance and motivation was reduced among the original target population.
Of course, the same holds true for us teachers – for example, I’ve certainly heard enough stories from elementary teachers about the “Open Court Police” who ensure that all teachers are on the same page of that reading program each day.
Daniel Pink tweeted out a good article today from The World Economic Forum titled Autonomy could be the key to workplace happiness. It provides a good overview of research on the importance of worker autonomy, and it’s easy to replace “worker” with “student.”
Here’s an excerpt:
The article highlights the roles of goal-setting and choices in providing autonomy. So you might also be interested in: