{"id":426,"date":"2022-08-30T10:56:03","date_gmt":"2022-08-30T10:56:03","guid":{"rendered":"https:\/\/l2lacademy.org\/l2l\/?page_id=426"},"modified":"2024-02-16T09:14:11","modified_gmt":"2024-02-16T04:14:11","slug":"learning-myths-busted","status":"publish","type":"page","link":"https:\/\/l2lacademy.org\/l2l\/wiki-l2l\/learning-myths-busted\/","title":{"rendered":"Learning Myths Busted"},"content":{"rendered":"\n

There are popular \u201cMyths\u201d about education and schools that have become a matter of unquestionable belief for a large section of population during the industrial age.<\/p>\n\n\n\n

See Changing Education Paradigms<\/a> by Ken Robinson<\/p>\n\n\n\n

Many successful and great people have busted these myths through their own personal achievements, examples, research and successful implementations.<\/p>\n\n\n\n

L2L Academy is a live demonstration of how these myths are easily busted.<\/p>\n\n\n\n

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Think of a child who comes from school and says that he hates maths. <\/p>\n\n\n\n

What do you think that the school has taught him? <\/p>\n\n\n\n

Of course, the school taught him to \u201chate maths\u201d! <\/p>\n\n\n\n

It never taught him maths, but actually taught him to hate maths.<\/p>\n[Adapted from John Holt in \u201cHow Children Learn\u201d]<\/cite><\/blockquote>\n\n\n\n

Myth<\/strong><\/td> Myth Busted<\/strong><\/td><\/tr>
Hype about the role of schooling<\/td>See the reality about schools in this dawn documentary with interviews by leading educationists in Pakistan:<\/td><\/tr>
 <\/td>\u201cParho Gay Likho Gay\u201d Episode 1 and 2 Dawn News Documentary <\/td><\/tr>
 <\/td>Episode 1: Segment1.1 ,     Segment 1.2 ,    Segment 1.3  <\/td><\/tr>
 <\/td>Episode 2: Segment 2.1 ,    Segment 2.2 ,    Segment 2.3<\/td><\/tr>
Intelligence is spread around the world according to normal distribution of a \u201cbell curve\u201d.<\/td> Everyone has potential for greatness.<\/td><\/tr>
There are few very intelligent people, few very foolish people and the majority lies around the middle.<\/td>\u201cLuqud khalaqnal insaan fi ahsen e Taqveem\u201d (Quran) [Translation: Verily we have created man in the best of forms]<\/td><\/tr>
 <\/td>\u201d Her fard hay millat kay muqadar ka sitara\u201d \u2013 Iqbal<\/td><\/tr>
 <\/td>Development of \u201cKhudi\u201d according to Iqbal<\/td><\/tr>
 <\/td>\u201cAwaken the Giant Within\u201d by Anthony Robbins<\/td><\/tr>
 <\/td>\u201c7-Habits of Highly Successful People\u201d by Stephen Covey<\/td><\/tr>
 <\/td>See Sir Ken Robinson in \u201d Education Requires Revolution \u201c<\/a><\/td><\/tr>
A typical class room environment (where students sit on chairs facing the teacher standing in front) is essential for education<\/td>Learning spaces need to be flexible, adjustable according to the requirements. Real life work environments are better teachers than the artificial class-room like environments.<\/td><\/tr>
 <\/td>See Sugata Mitra\u2019s talk on \u201d Child Driven Education \u201d at www.ted.com.<\/a><\/td><\/tr>
 <\/td>Life of Bill Gates<\/td><\/tr>
 <\/td>Life of Steve Jobs. See his Stanford Speech<\/a><\/td><\/tr>
 <\/td>Life of Abdul Sattar Edhi tells us that this great man\u2019s learning has been mostly outside the formal classrooms.<\/a><\/td><\/tr>
Learning only happens in classrooms<\/td>Learning happens everywhere at all times, effortlessly. In fact, retention of learning in classrooms is much lesser than the learning happening outside classrooms.<\/td><\/tr>
 <\/td>See Sugata Mitra\u2019s talk on \u201d Child Driven Education \u201d  at www.ted.com.<\/a><\/td><\/tr>
 <\/td>See  Kiran Bir Sethi teaches kids to take charge<\/a><\/td><\/tr>
All kids must be of the same age in a class room to enable learning.<\/td>No real life situation exists where all participants are of exactly the same age and competency. In fact, learning is better in situations where participants are of mixed ages and competences.<\/td><\/tr>
Children learn only through books & memorization.<\/td>See Ken Robinson on education<\/a><\/td><\/tr>
 <\/td>Alan Kay shares  A powerful idea of ideas<\/a><\/td><\/tr>
Reading, writing and arithmetic requires several years of education and is a very complicated process.<\/td>\u201cIt only requires about 100 hours to transmit reading, writing and arithmetic\u201d in John Gatto\u2019s \u201d Dumbing Us Down \u201c<\/td><\/tr>
 <\/td>Confirmed by prominent educationists of Pakistan with the addition of another 100 hours for a language other than the mother tongue.<\/td><\/tr>
 <\/td>See Alan Kay shares  A powerful idea of ideas<\/a><\/td><\/tr>
Learning is a boring activity, especially maths, which requires extensive practice and worksheets.<\/td>See Dan Meyer in \u201d Maths Curriculum Needs a Makeover \u201d at  www.ted.com.<\/a><\/td><\/tr>
 <\/td>See Conrad Wolfram in Teaching Maths with Computers<\/a><\/td><\/tr>
 <\/td>Physics teacher (Prof Levin) at MIT<\/a><\/td><\/tr>
Regimented school environments provide a better learning environment<\/td>\u201cLives of great men remind us that we can make our lives sublime\u201d:<\/td><\/tr>
 <\/td> <\/td><\/tr>
 <\/td>Life of Benjamin Franklin tells us that most of his learning happened on jobs outside the school.<\/a><\/td><\/tr>
 <\/td>Life of Edison tells us that this great inventor was self-taught and he spent only 3 months in school before dropping out.<\/a><\/td><\/tr>
 <\/td>Skills vs Grades [degree qualifications]. Need for experiential learning<\/a><\/td><\/tr>
Mandatory homework followed by penalty for non-doers is the only way to cement the learning<\/td>Burdening the child with homework and robbing him of his time to play and learn in the natural environment is cruelty. It robs him also of time for introspection and reflection.<\/td><\/tr>
 <\/td>Learning happens when we are interested, willing and not threatened. \u201d How Children Learn \u201d by John Holt.<\/td><\/tr>
 <\/td>How many of us can still remember the concepts that were drilled in to us through homeworks. See Rethinking Homework  and Truth about Homework .<\/td><\/tr>
Grading (carrot and stick) is must for enhancing learning.<\/td>Intrinsic Motivation is inversely proportional to extrinsic motivation such as grades (carrot and stick).<\/td><\/tr>
 <\/td>\u201d How Children Fail \u201d by John Holt<\/td><\/tr>
 <\/td>\u201d From Degrading to De-Grading \u201d by Alfie Kohn<\/a><\/td><\/tr>
 <\/td>\u201d Grading: Issue is not how but why \u201d by Alfie Kohn<\/a><\/td><\/tr>
Learning requires knowledge to be broken down in narrowly defined subject boundaries and delivered in measured installments.<\/td>Learning is non-linear. We learn through processes that are entire different from the way an expert designs the curriculum. See Frank Smith\u2019s \u201d Insult to Intelligence\u201d<\/td><\/tr>
 <\/td>Linearity of school\u2019s curriculum kills creativity. See Ken Robinson \u201d Schools Kill Creativity\u201d at ted.com.<\/a><\/td><\/tr>
 <\/td> <\/td><\/tr>
 <\/td>See Sugata Mitra in \u201d Child Driven Education \u201d at www.ted.com<\/a><\/td><\/tr>
 We need predictable assessment points with well defined contents to enhance learning.<\/td> Kids can learn much more than and more quickly than what we think is possible. See Ron Hunter on ted.com World Peace Gam e what 4th graders can achieve which many of our universities are unable to train the highly accomplished students.<\/a><\/td><\/tr>
Regimented school environments provide a better learning environment<\/td>Lives of great men remind us that we can make our lives sublime:<\/td><\/tr>
 <\/td>Life of Benjamin Franklin tells us that most of his learning happened on jobs outside the school.<\/a><\/td><\/tr>
 <\/td>Life of Edison tells us that this great inventor was self-taught and he spent only 3 months in school before dropping out.<\/a><\/td><\/tr>
 <\/td>Skills vs Grades [degree qualifications]. Need for experiential learning<\/a><\/td><\/tr>
 <\/td> <\/td><\/tr>
Mandatory homework followed by penalty for non-doers is the only way to cement the learning<\/td>Burdening the child with homework and robbing him of his time to play and learn in the natural environment is cruelty. It robs him also of time for introspection and reflection.<\/td><\/tr>
 <\/td>Learning happens when we are interested, willing and not threatened. ” How Children Learn ” by John Holt.<\/td><\/tr>
 <\/td>How many of us can still remember the concepts that were drilled in to us through homeworks. See Rethinking Homework  and Truth about Homework .<\/td><\/tr>
 <\/td> <\/td><\/tr>
Grading (carrot and stick) is must for enhancing learning.<\/td>Intrinsic Motivation is inversely proportional to extrinsic motivation such as grades (carrot and stick).<\/td><\/tr>
 <\/td>” How Children Fail ” by John Holt<\/td><\/tr>
 <\/td>” From Degrading to De-Grading ” by Alfie Kohn<\/a><\/td><\/tr>
 <\/td>” Grading: Issue is not how but why ” by Alfie Kohn<\/a><\/td><\/tr>
 <\/td> <\/td><\/tr>
Learning requires knowledge to be broken down in narrowly defined subject boundaries and delivered in measured installments.<\/td>Learning is non-linear. We learn through processes that are entire different from the way an expert designs the curriculum. See Frank Smith’s ” Insult to Intelligence”<\/td><\/tr>
 <\/td>Linearity of school’s curriculum kills creativity. See Ken Robinson ” Schools Kill Creativity” at ted.com.<\/a><\/td><\/tr>
 <\/td>See Sugata Mitra in ” Child Driven Education ” at www.ted.com<\/a><\/td><\/tr>
 <\/td> We need predictable assessment points with well defined contents to enhance learning.  Kids can learn much more than and more quickly than what we think is possible. See Ron Hunter on ted.com World Peace Gam e what 4th graders can achieve which many of our universities are unable to train the highly accomplished students.<\/a><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

References<\/h3>\n\n\n\n