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TaupeRanger | on: Failing grades soar with AI usage, dwindling math skills in Berkeley CS classes
When left to their own devices, 99% of children are not interested enough in math, history, literature, languages, or almost any other school subject to engage with it willingly. Only teaching "interesting" things that kids are "interested" in is both impossible (too many varied kids per class for that to work 100% of the time) and even if possible, would leave kids with zero practical knowledge, because learning most of that stuff is not something kids inherently want to do.

College is different, because theoretically you should be taking classes that are relevant to your field (although there are still "core" requirements that are somewhat high-school adjacent).

olpad | parent
I’m not saying only teach interesting things, I’m saying teach things in an interesting and engaging way so that kids don’t feel the need to cheat their way through it to just get it done.

College is a different dynamic from a middle/high school classroom, but I don’t remember 95% of the material from my college engineering classes anyway, it’s the problem solving and information finding that I’ve retained and have helped me do the things I do. I remember the stuff from the classes that taught me the material in an engaging way though.

jplusequalt | root | parent
>I’m not saying only teach interesting things, I’m saying teach things in an interesting and engaging way so that kids don’t feel the need to cheat their way through it to just get it done.

"Just do it right and it won't be a problem." This is not an actionable plan. What is engaging? Who gets to decide that? The teacher? The students? The parents? How do deal with certain kids finding different approaches more or less engaging? How do you expect a teacher to curtail their teaching approach to dozens of children at the same time?