From “Education Dive” (as in “deep dive”, “deep understanding” and other ridiculous jargon which unfortunately permeates the edu-world), a summary of a shocking new study:
Less than 10% of math assignments in the middle grades require “high levels of cognitive demand,” and only about a third of tasks expect students to show their thinking when providing their answers, according to a new analysis of more than 1,800 assignments, released today by The Education Trust.
Oh dear! Say it ain’t so. What kind of high level cognitive demand do you want from a homework assignment? What’s wrong with practicing procedures or solving word problems that escalate in difficulty–even if they aren’t the “open ended” variety? (Open ended, as in “The area of a rectangle is 24? What are the dimensions of the rectangle?” Things like that, which supposedly get at “depth of knowledge” rather than the dreaded procedural “plug and…
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