AI school instruction
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I bet some students would do VERY well... I was part of an experimental program in middle school which essentially left us to our own devices with 'modules' to study, test and complete. A few of us accelerated way past what was expected, which put us in advanced track studies in high school, which got advanced placement credits for college.
And yes, many floated and didn't do that well. The program didn't last too long.
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I bet some students would do VERY well... I was part of an experimental program in middle school which essentially left us to our own devices with 'modules' to study, test and complete. A few of us accelerated way past what was expected, which put us in advanced track studies in high school, which got advanced placement credits for college.
And yes, many floated and didn't do that well. The program didn't last too long.
@Rontuner said in AI school instruction:
essentially left us to our own devices with 'modules' to study, test and complete.
that's interesting Ron, what kinds of interactions did you have with teachers? What happened when someone didn't understand something? Who explained it? Or, how was the lack of understanding overcome?
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Teachers were in the room... and gave us the test when the module was completed and told us if we could progress to the next on. A few of us were in 'racing' mode, so I have no idea about those that got left behind.
Great for self-starters and those that can easily learn from printed materials. Science was the most chaotic; I imagine it was impossible for the teacher to keep track of all of the experiments happening at the same time. One involved heat expansion and we used a flame to heat up a metal ring attached to a thin handle - it would then fit over a metal ball that was just too big to fit through at room temp. Too bad, the rod screwed into the ball and ring and could be unscrewed when hot and then leave tracks around the nylon carpet until it cooled.
Or, a magnetism unit used an electromagnet that plugged into a desktop low voltage power source. With a little bending, one student got it to plug into the wall socket at the back of the room.... it hummed, so he pulled a metal desk closer... the magnet grabbed it before bursting into flame!
Yeah, makes sense it didn't last a long time!
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Teachers were in the room... and gave us the test when the module was completed and told us if we could progress to the next on. A few of us were in 'racing' mode, so I have no idea about those that got left behind.
Great for self-starters and those that can easily learn from printed materials. Science was the most chaotic; I imagine it was impossible for the teacher to keep track of all of the experiments happening at the same time. One involved heat expansion and we used a flame to heat up a metal ring attached to a thin handle - it would then fit over a metal ball that was just too big to fit through at room temp. Too bad, the rod screwed into the ball and ring and could be unscrewed when hot and then leave tracks around the nylon carpet until it cooled.
Or, a magnetism unit used an electromagnet that plugged into a desktop low voltage power source. With a little bending, one student got it to plug into the wall socket at the back of the room.... it hummed, so he pulled a metal desk closer... the magnet grabbed it before bursting into flame!
Yeah, makes sense it didn't last a long time!
