We all work with limited resources. Teachers engage a mind-boggling number of students with diverse learning styles on a daily basis. In addition to this demand, it is no secret that budget cuts, lack of space, and more students with fewer teachers limits what can happen in a classroom. When these elements do not work in teacher’s favor, it should come as no surprise that the classroom suffers.
In “How People Learn” post, Parrish picks snippets from conversations with Carl Wieman and Charlie Munger (Nobel Prize winning physicist and Warren Buffet’s right-hand man, respectively) to explain how learning happens. The post advocates for reducing the cognitive load (how much we pack in at once), addressing beliefs (learning styles), and fostering guided thinking (facilitating rather than lecturing).
To understand the complexities of cognitive loads, different learning styles, and guided thinking, we must ease the constraints that usually bind teachers to demanding schedules. Many teachers cite grading as one of the largest uses of their time. If we can help teachers provide better feedback (speed it up, capture more useful feedback, enhance how you manage it) to students and their administrators, there would be more time to focus on their classrooms, curricula, and time spent with students. What could be better than that?
At Gradeable there is nothing we value more than teachers and students. We will be unrelenting in giving teachers the time to better reach students, make learning more effective, and adapt to the many demands of students and pedagogy. This is what we love. This is how we want to spend our time.
This tool will be for you, by you. We are working closely with teachers across the country from every shape and size of school and classroom to ensure it will not only meet your needs, but will be relevant to your teaching for years to come. We want teachers to have the flexibility to give their students every opportunity they can. This is why we do what we do.