Neuroplasticity + individualized tutoring + mentorship = success

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Wonderful article in the New York Times: Sunday Review that focuses on taking students who are significantly behind in math and addressing their needs through individualized, mentored tutoring that is not cost prohibitive. For all students, math performance is a bellwether for future success. Regardless of how skilled they may be, we cannot realistically ask teachers to differentiate for students with a ten-year deficit in math, in classrooms that are bulging at the seams and for students who have such diverse needs. The ability to make the connection with the student and target that student’s specific learning needs ….success begets success.

http://www.nytimes.com/2015/02/01/opinion/sunday/intense-tutoring-can-close-the-math-gap.html

 

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3 thoughts on “Neuroplasticity + individualized tutoring + mentorship = success

  1. Jenny

    I would like to know more about the connection piece. Is this a stand alone anomaly due to mentors who have stronger pedogogical tact? Or would it work for all? Excellent discovery. Thank you for sharing!

  2. Daryl Harrison

    ” In other words: abandon the hope that these students can make it academically and double down on vocational education.

    How sad. Academia has such little understanding of Vocational Education. The education of adolescent males through Vocational Education was my forte for 20 years.
    Here we have another article unable to comprehend my labs as a means of providing the reason for young men to achieve in academics.

    I didn’t need to “nag” to teach math skills when they opened the door to a skill a young man valued. The short sightedness of the article becomes apparent when the goal is to make 4 yr college students of remedial young men. Statistics show only 20% of all students will graduate from a four-year institution. How can the authors justify even dreaming such an outcome from this population? My students were practical enough to tell you they had no wish to attend such a long term goal.

    But they did want to manipulate skills in Geometry as a means of designing and constructing a roll top desk. Something most academicians would never attempt.

  3. Diane Nesselhuf

    Exactly Claire. This is how I wanted to do things in the AEC. We had to find out where kids were lacking and then tried to make them make up the difference. Each student had a teacher mentor that came in to help them. (Some were better than others). It also helped the mentor teacher realize that not all students are equal.. The problem so many times when you get a student who is so far behind is that the board of education or the state has all these requirements that they don’t have time to do. I suppose if this was done when the students were younger it would help. Although many of our students transferred from other systems so they still came in lacking the skills. For me it was always easier working with the students than trying to get all the requirements that were given…

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