Read this article in The New York Times. Then, consider my comments.
I find this to be an incredibly important article, and would like to
point to the other side of the coin, which is how we persecute children
who have poor working memory. It’s a ground-breaking concept that we
could improve IQ through training to improve working memory, but for
those kids with poor working memory, we systematically abuse them
through our homework system. We expect them to go home and hold onto
concepts taught in school and work independently, often hours on end,
without positive results. Then, we punish theme severely with low
grades, sending their parents into a frenzy that persecutes them more.
I’ve said for years that these children need homework relief and to
focus their education primarily to classroom work under the supervision
of professional teachers. This does not mean special education or
separation from regular courses of study, just relief from the homework
they cannot do, at least until some form of remediation takes place.
I’ve always considered the two primary offenders to be working memory
and processing speed, and assumed there were more possibilities for
remediation for deficits in processing speed than working memory. This
article challenges that belief. But homework relief is essential until
science and education catch up. Kenneth Goldberg, Ph.D. author of The
Homework Trap: How to Save the Sanity of Parents, Students and Teachers.