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Patricia Ruvalcaba

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How can SOLEs be implemented without causing students to shun necessary but "boring" skills?

I remember when I was in 8th grade and a classmate asked me point-black what was the purpose of geography. Let me tell you, my answer of "so you know the climate of the country you are visiting or where is it" was utter rubish - both to my classmate and to me, but that was the only thing I could think of that she could actually relate to (two months later, she move to New Zealand).
In school, we are taught many things that we may not WANT to know, but that we NEED to know. Examples: grammar, composition, history, geography, mental maths, etc. Also, there are also many subjects for which we know the bare minimum (learnt at school) because we never give ourselves the time to learn about even if we know they are important (not many people actually read their country's constitution) or interesting (ethics, philosophy, art, etc.)

So... how ca SOLEs include these subjects without going against their principle (learning through self-motivation, not through imposition)


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    Mar 13 2013: It has been my experience (and Mr. Mitra's) that children compelled through curiosity, will find a way to learn. In fact, they'll probably learn more meaningfully and deeply. I believe we underestimate children's ability to learn. Therefore, we cram boring fact-based learning into their heads and endlessly quiz them. Ultimately, we judge their intelligence based on their success with regurgitating facts.

    So, I say trust that they will learn. Take a look at William Kamkwamba's TED talks (http://www.ted.com/talks/william_kamkwamba_on_building_a_windmill.html) -he taught himself physics and electronic circuitry from a book written in English even though he didn't speak English. That's all the evidence I need to know that children can and will learn everything they need to know if they're interested. Let's not squelch that passion for learning and we won't need to worry about whether or not they're 'learning'.

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