The idea being that to be smart is a handicap to education in public schools.
Hardly. Not in the UK at least. Then again a Public School is one of the expensive ones paid for directly out of parent's pockets. Our state schools are called State Schools. Makes no sense really does it?
But it's all already online.
Not in the manner that I propose to do it.
Facts are facts, and they are already on line for those who wish to read them and make use of them.
There's also places like this >> https://resource-bank.scholastic.co.uk/ much used by the teaching profession.
There's also stuff like these https://www.tes.com/news/33-books-every-teacher-should-read
There's this aspect, too >> http://www.apa.org/action/science/teaching-learning/
Unless you have read all of the above and taken courses in how to teach, then how can you create books about it?
My wife teaches kids from the age of 4 upwards, and to do so she is constantly taking up-dating courses, and then planning lessons accordingly, as well as teaching other teachers about the updates, and planning their lessons.
I should add that I see as a great problem with textbooks that they are written by experts, or more precisely, that they are written by experts who have never taught.
That's not true. But some of those experts who have not put their knowledge to practical use, are the ones who have studied how best to put it in to practical use. To fob experts off in such a way is remarkably insulting. It's a bit like saying, "OK, so he designs rockets, but has he ever been up in one?"Simple understanding of a topic does not mean that one is able to explain that topic, nor to explain it in an interesting and engaging manner.
Do they not train teachers in the USA? Universities in the UK spend five years training people how to teach (what they usually are already qualified in) including practical experience in schools. But it's such a hard profession they find it hard to recruit teachers nowadays.
I get the feeling that your idea is geared towards you alone, but everyone is an individual.
I was educated in public schools, which means exactly the opposite in the US of what it does in the UK.
I also attended a number of military schools, on topics such as pipe insulation, gauge calibration, firefighting, and nuclear physics; a few credits of this and that in various colleges;
I am not sure how they would help in the general school curriculum.
lots of auto-didactic readings (primarily physics, philosophy, and English literature, with a healthy dose of American literature); and a couple of odd specialty schools. To call my education eclectic would be an understatement.
But at what age groups are you aiming at?Teachers using my system do not need to concentrate upon a single student.
They usually need to do so to at least try to educate every one in the class to the same level, which is almost impossible anyway. Children are remarkably human with differing characteristics. It can take just one child to disrupt a class room. They are also not all born with an equal capacity to learn.
In the first few weeks of a school year, they should be able to fairly readily categorize students into green, blue, and red groups for a particular subject.
So you are aiming at those over 11 then? Surely in your New System you would need to start at the beginning? At that includes at home pre-school age. But children in the UK are already 'streamed' in such a way, by exams at least one a year, plus a few major ones. Is that not how it is in the USA?
Then they need only make assignments by group
What assignments? Are you a qualified teacher and taught kids in schools?
-- the front row will complete red section exercises 1 and 2, the second row will complete blue section exercises 3, 5, and 9,the back row will read the review and complete exercise A. All other rows will complete the green section and exercises 4, 6, and 7.
Very impractical for many reasons. But just a couple of the less complex ones are >> were will the kid sit who is hard of hearing? What about the one with ADD? Or the one with ASP? This are kids, not robots.Now the beauty of this system is that if a student were sandbagging
I have no idea what that means.
in the early months, or perhaps did not at first speak the primary teaching language, the teacher can easily adapt by simply changing his group,
It's not that simple. And, just as one example, just how long do you think it takes to learn a second language? But would they be in a class that does not speak their language in the first place? Hardly.
OR the student himself can simply read any additional materials that he or she finds of interest.
Can I LOL at that? It's hard enough to get them to do statutory homework, nevermind 'extra' stuff.
If the teacher is lazy and assigns all students to the green level, a blue student will find himself reading blue material, because it will be interesting to him.
Teachers in the UK cannot be lazy, they have to fill in daily results reports. They often moan that it's their job to teach, not to fill in stuff that potentially no one ever reads.
He may even peek ahead at red material from time to time, stretching himself or herself. A review-only student who finds himself assigned green material will either give up, thus naturally achieving the same effect as being assigned review-only, or will perhaps stretch himself/herself to be able to do green work.It is a system that does its own work.
I will repeat. They are humans. At school. Many of them do not even wish to be there.As for those who refuse to read; such a student would do poorly in any system, so at the very least, my system will do no harm.
Quite so, so what's the point? And it should take you around 50 years to work out the details.Arrogant? Probably. But that's not the question: The question is whether it will be an improvement.
Dunno about the USA, But in most other countries (that actually have an education system) that's more or less how it's already done, but tailored to educating humans, not programing computers. Actually, in fact some USA schools use the same methods as seen in other countries.