Areté students, teachers, alumni, and families are an active, engaged, thriving, curious, inventive bunch of mavericks with plenty to say. Catch up with them today to find out what’s happening in their world. Don’t forget to join in the conversation in the comments section!
The important thing is not just knowing what something is; the important bit is knowing why something is the way it is and how it works and why it matters. It’s about being thoughtful and disciplined in your learning so you can think about what you know and in a meaningful and original way (1).
This excerpt, from a widely-circulated essay entitled “What Professors Expect From You,” highlights the supposed difference between a fact-and-skills-based high school education and the deeper, more inferential challenges of the university. Spot on in capturing what deeper learning should look like, the tract has no doubt inspired a few precocious students, while perhaps terrifying a handful of others.
We hear it all the time: all learners have their own unique “greatness.” Indeed, students need their own combination of right things to flourish – the right mentors, the right peers, the right culture, and — most important — the right educational environment.
While traditional schools puzzlingly claim to provide the right mix of factors for every student, experts continue to lament the one-size-fits-all nature of most classrooms and curricula.
COVID-19 has brought many challenges and changes to education, but perhaps none so welcome as the toll COVID has taken on standardized tests. With thousands of students unable to safely access the ACT or SAT, colleges have been forced to adapt their admissions requirements, a change that is both needed and overdue. Our hope is the new models are here to stay. And while some (read: those who test well) find standardized tests to be “no big deal,” the stress, pressure, and systemic inequity of standardized tests should have long ago made them a thing of the past.