[From Bruce Gregory 9980505.1305 EDT)]
I suspect that the secret of teaching is discovering the right error to
induce in a student. Most teachers set up error generating situations, but
they are not sufficiently powerful. "Read Chapter Seven and work the first
five even numbered problem at the end of the chapter." The potential errors
are reduced or eliminated by (1) reading the chapter; and (2) working the
problems. Sometimes (2) can be quite a struggle, but the point is that the
struggle ends when the problems are done and the error is eliminated--no
further actions occur. In order for learning to occur, error must be
continuing because only continuing error leads to ongoing reorganization.
Kids get better and better at playing video games because (1) the error
never goes away; and (2) the error continues to become larger unless
reorganization continues.
Does this make sense to anyone?
Best Offer
[From Stefan Balke (980506)]
Bruce Gregory 9980505.1305 EDT
I suspect that the secret of teaching is discovering the right error to
induce in a student.
The problem with this semms to be: How can I induce an error to another person,
unless I know what perceptions he is controling for?
Most teachers set up error generating situations, but
they are not sufficiently powerful.
Yes, because the problems they deal with very often don't have much to do with
the kids everyday problems.
In order for learning to occur, error must be
continuing because only continuing error leads to ongoing reorganization.
Kids get better and better at playing video games because (1) the error
never goes away; and (2) the error continues to become larger unless
reorganization continues.
Does this make sense to anyone?
As an experienced tetris player I can say, this makes great sense to me
And
this is the same phenomenon with every serial task or occupation (watching
soap-operas, football-games (Bundesliga in Deutschland), playing lottery,
loging in to csgnet 
Best, Stefan
[From Bruce Gregory (980506.1030 EDT)]
Stefan Balke (980506)
Bruce Gregory 9980505.1305 EDT
> I suspect that the secret of teaching is discovering the right error to
> induce in a student.
The problem with this seems to be: How can I induce an error to
another person,
unless I know what perceptions he is controlling for?
Excellent question. It is also highly unlikely that _all_ the students are
controlling for the same perceptions. No wonder teaching is so difficult!
Working one on one with a student no doubt increases your chances for
success, especially since you can ask questions and have the student
reformulate whatever you say in his or her own language. The data supports
the idea that one-on-one tutoring is much more effective than trying to
engage an entire class. Too bad it is an option only for the very wealthy
and those who are (1) well educated and (2) able to devote a significant
fraction of their time to home schooling.
Best Offer