Instead, we must attack the much harder problem of assessing students partial
It only serves to separate people and reduce diversity of ideas. We don’t need to discard mastery, we just need to stop demanding it for Despite Franke’s statement, “No More Mastery,” No attention to how polynomials relate to concepts of integer multiplicationĭirectly and indirectly. That some knowledge is used to build other knowledge. “This week, I hope we can finish our work on the Mastered a skill are separated away, potentially not allowed to move on.
Knowledge but instead by ease of assessment. InĪddition, a mastery approach overly emphasizes certain kinds of knowledge (suchĪs procedure and computation) heavily influenced not by importance of the
A strict focus on mastery (implying ‘complete’ understanding), sheĪrgues, means we throw out information that can help inform learning. Moreover, there are specific learning modules for teacher educators and school principals to provide effective support to teachers, while Indiamart has provided the funding for the development of this course, the release mentioned.Asilomar, Megan Franke pushed to look for partial understandings when assessing The Khan for Educators course aims to facilitate the integration of Khan Academy into the daily teaching practice of educators while addressing the obstacles of utilising an online platform. This certification course is accessible at no cost and is offered in English, Hindi, Punjabi, and Marathi, the release said. Additionally, the programme aims to equip them with innovative teaching methodologies, such as mastery-based and differentiated learning. The course includes educational videos that instruct teachers on how to utilise Khan Academy to manage their students and monitor their progress, according to an official release. Khan Academy India, a non-profit educational organisation has introduced ‘Khan For Educators’, a free online certification course for the professional growth of teachers in India.
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