In the Globe and Mail, An A+ Student Regrets His Grades describes a problem I’ve been mulling over for many years – the difference between learning and formal education. As the author points out, success in school doesn’t entail actually understanding the subject but simply means that the student has correctly figured out what the teacher wants.
And then there’s this - Student expelled from Dawson College after finding security flaw. Could there possibly be a better example showing that the goal isn’t to learn skills and gain experience, but to learn to conform and to do what you’re told?
Over my years as a student and as a teacher, I’ve seen examples of students who were able to achieve perfect test results without the slightest glimmering of understanding. I’m always shocked when I discover that someone who has aced every test or exam is unable to give any indication that what they read and wrote has had any impact on them whatsoever.
As teachers, we all approach our subjects with our own prejudices, preconceptions and biases. We are products of a system that rewarded us not for originality and understanding, but for complacency and acceptance of the established authorities. We pass those along to our students as a matter of course. The problem is compounded by the pressures of administrative types who don’t like the messy subjectivism of real student assessments and prefer nice, neat, clean, objective looking numbers.
Students who can regurgitate answers that agree with our notions get higher marks, which people interpret to mean they’ve better mastered the materials. They tend not to be one students who shake things up or make a difference, but they’re rewarded for their docility and end up teaching or influencing the next generation of students to do the same things.
How do we break this cycle?
How do we ensure that our students aren’t simply gaming us and regurgitating back to us the stuff that they know we want to see? How do we determine if they truly understand what we’ve taught them? How do we develop an environment where students learn to learn?