Nashville student, Toni Jones, is suing the state of Tennessee, because she thinks she should be taught by a human teacher, not a computer. The state says those decisions are not left to students.
“Do the rights of Tennessee students to a public education extend into the right to have a teacher, and if so, does a computer program count?
“Those questions were posed to a state appeals court Tuesday during oral arguments in a case involving a Nashville student, Toni Jones, that could set a statewide framework defining school districts’ obligations to their students.
“Jones was a freshman at Pearl-Cohn High School who was pulled out of an algebra class before an end-of-course test and placed into a computer-based credit recovery program, Jones’ lawyer, Gary Blackburn, said. He said the student was struggling in the algebra class but had a passing grade.
“The appeal stems from a lawsuit Blackburn filed in 2015, alleging the district was padding test scores by moving Jones and others to the other program. Several teachers who spoke out about the testing practices are suing the district in a separate case, saying they were inappropriately reprimanded by the district.
“He said precedent set in Tennessee court cases entitled Jones to a teacher, and that due process protections were violated when she was moved into the other class without notice to Jones or her family.
“The slippery slope so to speak is that if a teacher is not essential, then a school system can be offered entirely by computers,” he said. “Students can be placed in a gymnasium and put a computer on a desk, and say, here is your teacher. And we’re going to have a hall monitor to keep you from acting up. That is basically what happened to Toni Jones. That’s not teaching.”
“Metro argues that the judges should uphold a prior ruling dismissing the case. In February 2016, Nashville Chancellor Ellen Hobbs Lyle agreed with Metro’s argument and dismissed the case.
“Blackburn argues in the appeal it should be reopened. The Tennessee Education Association, the state’s largest teachers union, filed a court brief asking the appeals court to agree, saying teachers in classrooms are an essential part of a student’s education.”
“Equal protection”
Equal protection
Computer rejection
A Siri-ous bot
A teacher is not
On the other hand, we have
“Siri-ous Relationships”
Relationships with Siri
Are Siri-ous and very
Good for learning stuff
In schools, it is enough
The teacher isn’t needed
She’s really superceded
By Siri and her kin
The best there’s ever been
Siri: Good for learning stuff and, and also very good for learning stuff about her clients. Haven’t we heard that she is a secret marketing tool?
Yes, people should be careful about revealing too much to Siri — especially about where they live.
You can’t be too careful. She might be a spy — or worse, a Siri-al killer.
Parents should have the authority to override placement decisions. Due process could have been denied if override was not an option,
Good for this young woman standing up for her real education. Disgusting that this is even an issue that has to be discussed.
I think we will see more court cases as some students are shifted to separate and unequal settings. There are many questions that require answers. For example, are students entitled to an authentic public school or can they be forced into a charter or even given a voucher in its place?
Of course, there are blatant violations of the 14th Amendment going on all over the country on a daily basis, so this is just business as usual.
Yes, indeed! There is very good evidence that young people learn far better (and more efficiently) from other people rather than machines. And, of course, this makes sense. We are social animals who have learned from others for hundreds of thousands of years.
Why can anyone think that these machines are the equivalent of humans? Only a defective, machine-like person could do so
Cross posted at: https://www.opednews.com/Quicklink/Tennessee-Court-Case-Does-in-General_News-Computers_Court-Challenge_Court-System_Diane-Ravitch-170325-706.html#comment651529
It is difficult to have a sense of humor when it is clear that the privatization of our public schools is moving at lightning speed, as hedge funds and profiteers of the EDUCATIONAL INDUSTRIAL COMPLEX* make education a marketplace, like they did with health care… and with the same results.
Click to access eic-oct_11.pdf
*See my series on Legislative take-overs
http://www.opednews.com/Series/legislature-and-governorsL-by-Susan-Lee-Schwartz-150217-816.html
or privatization
http://www.opednews.com/Series/PRIVITIZATION-by-Susan-Lee-Schwartz-150925-546.html
using information thatDiane Ravitch provides about the state legislatures which are taking over the local schools, with nary an educator on board, and giving them to charters, with not a shred of oversight! OR readDiane’s wonderful post on the A Slick Campaign for Privatization https://dianeravitch.net/?s=PRIVITIZATION
On the other hand, we have some poetic humor from blogger ‘SomeDAM Poet’at Diane’s wonderful site
“Siri-ous Relationships”
Relationships with Siri
Are Siri-ous and very
Good for learning stuff
In schools, it is enough
The teacher isn’t needed
She’s really superceded
By Siri and her kin
The best there’s ever been
This is really interesting to me — I was just looking the other day at an education consultant’s website that appeared to offer uncritical praise for anything “new” or “innovative” with no apparent skepticism or discrimination between, say, student-centered, hands-on, real-world projects, and “personalized,” device-driven seatwork. Because iPads!
The educational experience of having a device available as a tool for the student’s own inquiry, research, original writing, and creative projects, and the educational experience of having a device that delivers a prefabricated program to the student, could not be more different. And as with many things in this world, the superior option is also the more expensive one, so if courts agree that sticking kids in a room with an educational software program suffices, it’s the students in poor districts who will suffer.
You are right that the move to teacher-bots is all about making things cheaper and has nothing to do with providing equivalent education, to say nothing of better education.
You are also right that students in poor districts will suffer most. In fact, that is already happening when public schools are replaced with charters, where there are often no requirements at all for teaching credentials and teachers often have neither knowledge nor experience.
The irony is that in the latter case, a computer actually MIGHT be better than the teacher.
“Mission Accomplished!”
Mission accomplished!
Send in computers.
Teachers are vanquished
Bots are our suitors
Contracts are written
For soft-ware and -hard
Teachers are smitten
By Gates and his guard
“Personalized Learning”
When teachers are all gone
The bots will teach the children
Shock them when they’re wrong
Like Doctor Stanley Milgrim
Agree!
Gloria, I agree that with your comment that students in poor districts will suffer if devices are considered more superior to human teachers. However, in our state, it is hard to attract teachers to rural, poor areas and those students are currently suffering. There needs to be some creative solutions to make sure every student has access to the best learning opportunity. In dire cases, an on-line course with a qualified teacher and a local proctor, might be better than not offering the course at all. This would be a step up from the more impersonal computer software approach.
You are right, Judy. Your argument is exactly why we do not need heavy handed direction from Washington. Local conditions frequently require local solutions. What may be appropriate for my suburban district that is awash in technological “solutions” would not even translate into appropriate solutions for an isolated rural population or even a depressed more urban location. In some ways, those more isolated, rural pockets have an dis/advantage that has escaped those of us in urban and suburban areas. They are more likely to rely on the native talents of local residents that would be dismissed in an area that has access to people credentialed “up the wazoo.”
For as long as the human brain is dependent on the physical body, humans will need human contact to thrive and learning is an important part of thriving. A “computer teacher” is tantamount to putting a student in solitary confinement suggesting that a virtual screen can replace human interaction. Really? Hard core prisoners are denied human contact as punishment in solitary confinement.
The art of teaching requires the “presence of time and space” that Benjamin addresses in discussing art.
“Even the most perfect reproduction of a work of art is lacking in one element: its presence in time and space, its unique existence at the place where it happens to be.”
Walter Benjamin
A computer screen is an unnatural barrier between the unique “dance” of human to human interaction that takes place between student and teacher. The art of teaching is a human endeavor that by its very essence necessitates “presence of time and space”. A computer screen cannot simply supplant this complex nuanced HUMAN engagement!
My son had a few computer based courses in undergraduate school. His did well, but found them tedious and boring. He also said he much prefers ,”a live instructor that encourages discussion.” The research so far seems to show that only motivated, mature, middle class students can handle these courses, and computer instruction has so far failed with poor students, the very group they would love to stick into cheap automated instruction. It’s another separate and unequal issue, IMHO.
I can relate. When there are professional development workshops where people actually meet in person, my principal prefers for teachers to stay in house and do ones that are in webinar format. I prefer to interact with colleagues and carry on discussion rather than view a darned powerpoint on line and view videotaped people addressing bullet points. Boring!
“The research so far seems to show that only motivated, mature, middle class students can handle these courses,…”
I wonder what “can handle” means. I cannot understand how anyone would figure that less human interaction would make for a more successful learning experience. As your son would probably attest, the face to face interaction in a classroom with live students and a live teacher can raise understanding of material to another level.
Interesting concept of “presence of time and space”. Thanks for sharing it.
Your welcome!
Artseagal
I could not agree more with the idea that computers are inherently inferior to humans for teaching and probably always will be.
I wrote a comment below that talks about the relevance of ideas of Roger Penrose about consciousness to this subject.
What most people suspect from an almost instinctual standpoint may actually be rooted in the very “physics” of human consciousness.
I mistakenly put it as a reply to another comment.
Artseagal, if you will allow me to put your most eloquent thoughts to verse
“The Teacher Dance”
The dance of time and space
Of moment and of place
Are present at the teaching
A transcendental reaching
One of your best. Thank you.
Thanks, but Artseagal really deserves the thanks
I simply arranged her eloquent words in stanzas, without really adding anything.
Her idea of teaching as a “dance” in time and space between teacher and student really says it all.
Not incidentally, the primary reason I frequent this blog is for all the very creative ideas that people who post here have.
Most of my poems are simply distillations of those thoughts down to a few (usually goofy but sometimes serious) verses.
I really like the fact that people put so much thought and effort into their comments.
This really is quite unlike what I have seen on the vast majority of blogs I have visited ( and Don’t even get me going on Twitter)
Love it!
Issues noted that make a significant difference are:
1) It appears that the decision was made regarding a change of placement that did not include parental involvement nor prior parental notification about a change in placement.
2) Does the program the student is using involve some form of human involvement and interactions (either face to face or over an alternative format option, email, web conferencing, etc) specifically relating to the student making progress and having somebody to discuss questions to if the student needs clarification or greater assistance in understanding the material they are being asked to complete?
The issue is not that this alternative option was used, but that it was used without any prior discussion and input from the student’s family.
regarding #1 above: “due process protections were violated when she was moved into the other class without notice to Jones or her family.”
There was no parental input nor prior discussion regarding the student’s placement.
And there is also the fact as well that it placed the student outside of the general ed classroom of his age and grade level student cohort/peers which could be considered a more restrictive placement.
Are you familiar with Roger Penrose and his ideas about consciousness?
He is one of the foremost mathematical physicists of the twentieth century done some of the most important work on black holes and the big bang.
His idea about human consciousness is that it is not based on computation, which means it can not (ever) be mimicked with a computer.
Critically, he says that computers will never actually understand what they are doing. They can do calculations phenomenally fast, but don’t know what the result actually means.
The understanding has to come from humans.
His ideas would seem to have relevance to education because it is precisely the aspects of thought like understanding and the empathy and compassion that come from it that are so important to teaching.
Teachers often say that they teach to bring about and share in the “light bulb moments” in their students. If Penrose is right, a computer could never even recognize such moments, to say nothing of share in the joy that they bring.
YouTube has many very good interviews with Penrose. Just search for Roger Penrose and consciousness.
Penrose is not just a brilliant thinker but he is also a brilliant teacher.
Oops
That was supposed to be a reply to artseagal above
Love Roger Penrose’s work. Fascinating!
Mamie
Not sure if you are aware of this, but Roger Penrose and father Lionel came up with many of the ideas behind MC Escher’s famous lithographs Like The Impossible Staircase, also called the Penrose Stairs
https://en.m.wikipedia.org/wiki/Penrose_stairs
Penrose Tiles were also an inspiration for some of Escher’s works.
As you need probably aware, Penrose is actually a very accomplished artist himself and often illustrates his talks with quite elaborate drawings.
His claims about consciousness are actually rooted in very deep and fundamental physical and mathematical ideas and hence can not be simply brushed aside as the ideas of a crank.
The thing that I find most amazing about Penrose is how clearly he explains very complex ideas, distilling them down to their simplest form.
I think his lectures offer something for pretty much everyone.
Just found your comment SomeDAM Poet on Penrose. THANKS FOR THE SHARE. I will definitely see if I can find video of him in conversation on line. Has he done a TED Talk? In reading your comment, I hone in on the concept of “the lightbulb” moment that we teachers so relish… those “ah hah” moments… and yes a computer’s lack of consciousness can never delve into this experience so integral to learning.
SomeDAM Poet… I see Penrose has written many books on the subject of consciousness pertaining to physics. Is there one book you might recommend for “non physics majors”? I will be in the land of good book stores (Cambridge, MA) soon and will have to check out his work. Thanks again for the link!
Artseagal
I would start with this video based on his book The Emperor’s New Mind, which is very well done
It lays out Penrose’s basic ideas about consciousness. It also includes interviews with a scientist who holds what might be called the “standard view” which says that the brain is no different from a computer and that eventually computers will become conscious.
It might be awhile before we find out one way or the other.
Perhaps the ability to digress is what computer learning lacks as humans digress then progress continually as part of the learning process? And these digressions and progressions are not formulaic???
SomeDAM Poet … Just watched the video you linked with Penrose addressing consciousness. Thanks for the share. I kept thinking about biology and its role of replication. We do not just enter the world ADULT. How does a machine with worn out parts continue to calculate (think…) if it does not have innate ability to perpetuate as is with the organic world??? Does the process of organic physical development necessitate consciousness? How do those who believe computers have consciousness explain the physicality of brain and body. Thanks for the share. Much to ponder!
Artseagal,
You asked,
“Does the process of organic physical development necessitate consciousness? How do those who believe computers have consciousness explain the physicality of brain and body.”
There are those who posit that consciousness is NOT an outgrowth of biological processes i.e. the workings of the brain etc, but that consciousness is separate and NOT reliant on biology. The esoteric teachings of some religions also suggest the very same thing. You may hear it characterized as the “descent of spirit into matter” or the “spark of light in matter.” Even more interesting is the idea that all matter is trapped light. And we even talk about the “light of consciousness.” So, you can see how quantum physics, consciousness and the esoteric aspect of religion are all connected. Really cool….
Mamie
I think the question of consciousness is still very much up in the air — maybe quite literally!
Despite long study and thought, we sill know almost nothing about consciousness.
It is at least possible that we will never fully understand something like consciousness, either because, as religions and some philosophers have held, mind is separate from body or, there are physical processes going on in our brains which our brains are simply not smart enough to understand.
That we can understand many things about the universe is no guarantee that we will eventually be able to understand all of them.
Won’t it be ironic if it turns out that the one thing we can’t understand is our own ability to ponder the universe?
..And, particularly, to ponder our own pondering.
Hi Poet,
Yes, consciousness is a curious thing. The other problem is that it seems difficult to construct experiments on consciousness. Much of the time we have to rely on subjective experience which is looked down upon. Also, it just may be that our senses are not geared to a total understanding of consciousness. For example, there is a whole spectrum of light that the human eye can’t see yet it exists. We have ways of “seeing” it without our eyes so to speak. Also, how do we “experience” something without using our senses? If we CAN experience without senses, what does that mean? “Where” are we experiencing it? Ah, that question, “Who is the observer?” AY AY AY!
This case may reflect the State of Tennessee’s attempt at the corporatization of its public schools. If a factory making widgets can automatize, saving money by dismissing much of its workforce, and increasing its share value on Wall Street, why not do the same for public education? After all, are not widgets and students the same? The biggest problem are those pesky students and their demanding parents speaking out by going to Court … ? JVK
I forwarded this announcement about the lawsuit in Tennessee to Larry Cuban who is working on a book about technology integration is schools. He will probably have more information as this lawsuit unfolds.
In any case, a number of venture capitalists are developing models for delivering instruction with maximum efficiency, 365 days, at any time, and with no need to interact with a teacher or a human-looking avatar.
In essence, instruction is outsourced to unseen instructional designers and delivered online in a well-planned system that can be tweaked by algorithms. The algorithms are used to document time on task, choose next tasks for mastery, launch sub-routines for error-correction, set forth new tasks and so on.
Most of the content is conventional, with math, English, and science the preferred subjects for a mass market, including an international market.
I view these developments as versions of programmed instruction developed during and after WWII for troop training.
The International Association for K–12 Online Learning (iNACOL) aims to expand access to online formats, with mobile phone access a for some programs. See especially the iNOCOL publication calling for “innovation zones” that would provide for “competency-based, personalized learning” free of brick and mortar schools. Begin quote.
“Policy makers establish innovation zone authority or programs through legislation or rulemaking to catalyze the development of new learning models. The innovation zone authority provides increased flexibility for a state to waive certain regulations and requirements for schools and systems beginning to plan, design and implement personalized, competency-based education models.
Innovation zones offer state education policy waivers in order to support practitioners in the process of developing and implementing new learning models. As practitioners implement their models, any rules or regulations that impede the model development are brought to light and can be addressed through waivers in a state, which has provided such innovation zones. This shifts the role of the state agency from one of compliance enforcement to support in enabling new model development to occur in districts.” End Quote
iNACOL lists the states with favorable legislation for innovation zones: Arkansas, Colorado, Kentucky, Mississippi, and New York. iNACOL is supported by the Bill & Melinda Gates Foundation, Nellie Mae Education Foundation, and The Walton Family Foundation. http://www.inacol.org/resource/innovation-zones-creating-policy-flexibility-for-personalized-learning/
The work of iNACOL is closely connected with the National Repository of Online Content (NROC). NROC is a non-profit network focused on “college & career readiness.” It is funded by the Bill & Melinda Gates Foundation, Hewlett Foundation, and NROC institutional members.
NROC members provide multi-media content and applications to websites like HippoCampus (six sources of online content in Math, Science, Social Studies, English and Religion) and EdReady (math to prepare for commonly used placement exams, such as AccuPlacer, Compass, SAT, and ACT).
Membership in NROC keeps costs low for institutions, and free for individuals. NROC operates under the umbrella of The Monterey Institute for Technology and Education. MITE is a 501(c)3 non-profit corporation founded in 2003. MITE is staffed by three people. Taken as a group, they have worked for McGraw-Hill Education, CTB/McGraw-Hill, Harcourt Brace, in addition to having experience in corporate training, media, and financial management.
http://www.montereyinstitute.org/about/
I am certain that vouchers will increase for-profit investments in on-line “no-teacher visible” content delivery. For an introduction to some of this fare, go to websites such as those for Learn Capital, GSV Investors, or NewSchools Venture Fund.
“The Hippocampus”
The Innovation Zones
The teaching place of drones
Are on the Hippocampus
Where teacher-bots revamp us
I use computers sparingly. The teacher across the hall uses them exclusively. Her classes are online all day. Her students regularly, and in great numbers (without any encouragement on my part) petition the principal to get switched into my classes.
Her students are unsuccessful. The teacher across the hall is encouraged to continue her abuse of technology. The principal is one of those people — one of so many people — who ignore any research or observable facts to believe deep in their hearts that computers hold some sort of magic key to the future. Some people seem incapable of seeing beyond the Silicon Valley sales pitch. And so, as my classes have fun reading, discussing, and expressing in writing, her classes are tortured — yes, tortured — with prefabricated test prep programs. All day.
I would venture to state that being forced to wear earphones is a form of torture, computer enhanced interrogation while being forced into a restrictive environment.
And then, there is class size. My students’ experiences, which are more personal than the “personalized”, are less personal than they should be because class size has been increased to buy all that hardware and software instead of more teachers. The purchase of iPads and Chromebooks is a direct assault on the quality of instruction. The money goes to app developers instead of the real world classroom. The teachers union is thus weakened, and less able to stand in the way of the mindless Silicon Valley sales pitch that caused this disaster in the first place. It’s the vicious circle of virtual life.
“Computer Worship”
Computer is a tool
And really nothing more
And only crazy fool
Would worship and adore
from SomeDAM Poet,
“…Teachers to right of them,
Teachers to left of them,
Teachers behind them
Volleyed and thundered;
Stormed at with fact and stat,
While Bill and Mel chewed fat
They that had fought the BAT
Came through the Ravitch jaws,
Back from the mouth of cat,
All that was left in end:
Bill and Mel foundered…”
LeftCoast: You explain in great detail what is wrong with a steady diet of computer instruction. It is sad that such rote instruction is considered superior and innovative. It is even worse when traditional instruction must endure larger class size to pay for all the technology.
However, administration is probably delighted when they see the potential to cut costs through technology. The students will be the losers.
And what happens with the parents let alone the teachers are left out of the decision process from the get go.
This year Tulsa Public Schools started using Amplify for ELA. Career teachers balked – they had their own material and reference material – too bad.
New teachers loved it because it created their curriculum and pace. (think TFA) I had one long time career teacher who subbed for a ELA class for a few days state a trained monkey could have taught the class. My response to that was – now you know why they are using it – how does it feel to just have your 30 years of experience invalidated.
And of course they sell it calling it research based and of course that research means nothing.
“Independent reviewer EdReports.org gives Amplify ELA a near-perfect score, reporting that our curriculum meets expectations for each of the key “gateways”—one of only two grade 6-8 ELA programs to do so.”
“EdReports.org is funded by Broadcom Corporation, the Bill & Melinda Gates Foundation, the Charles and Lynn Schusterman Foundation, the Helmsley Charitable Trust, the William and Flora Hewlett Foundation, the Samueli Foundation, the Charles and Helen Schwab Foundation, and the Stuart Foundation.”
No research bias there.
The almost parallel of this is happening on a regular basis, all the way down to kindergarten, in Baltimore County Public Schools. Teachers are REQUIRED to put kids on personalized learning software for certain amounts of time per day.
What a surprise.
The plan to Bamboozle the people http://www.opednews.com/articles/BAMBOOZLE-THEM-where-tea-by-Susan-Lee-Schwartz-110524-511.html went into effect in the nineties when I was a celebrated NYC teachers, and the NYS Educator of Excellence, and they came after me.
http://www.opednews.com/author/author40790.html
The PLAN &THE PLOY was so simple:
When the kids fail to learn, BLAME THE TEACHER!
Then get the MEDIA to see the lies.
In this age of fake news, and with a liar-in-chief at the helm, we know how it is done, but it is STILL BEING DONE TO EDUCATION.
Imagine if at a hospital, the surgeons and doctors followed TOP-DOWN MANDATES to use ‘PREFERRED’ methods, and medicines; THEN, when the patients died or their health declined, the doctors would be kicked out and replaced by novice practitioners who would not balk.
I saw this begin in the nineties when over a hundred thousand tenured teachers were thrown to the dogs across the US!
WHAT I READ HERE…what is HAPPENING TO YOU TEACHERS WHO ARE PRACTICING NOW, is the RESULT of the plan and the ploy to end public education, which began 2 decades ago, as teachers experienced the total disappearance of their civil rights, and lawless administrators did their thing, with not a shred of accountability.
Here is MONTANA>> https://www.youtube.com/watch?v=GIF2kVwW1r0&sns=em
…and did Lorna Stremcha fight….becasue the union failed her http://blog.ebosswatch.com/2013/05/one-womans-legal-fight-against-workplace-bullying/
and wrote about it https://www.amazon.com/Bravery-Bullies-Blowhards-Lessons-Classroom/dp/0991309936/ref=cm_sw_em_r_dpop_dD1Kvb1ERS2PX_im
Here is WHAT HAPPENED IN NYC, THE LARGEST of the 15,880 school systems in this nation: http://www.perdaily.com/2011/01/lausd-et-al-a-national-scandal-of-enormous-proportions-by-susan-lee-schwartz-part-1.html
AS the EDUCATIONAL INDUSTRIAL COMPLEX
https://greatschoolwars.files.wordpress.com/2015/10/eic-oct_11.pdf d put in place the common core crap and the testing mania that brought teaching to its knees!
Get a cup of coffee and watch NYC schools evaporate : “The Inconvenient Truth About Waiting For Superman
LAUSD, the second largest district was next, as fabricated charges took at ten thousand teachers at a time.
Fake News blamed the experienced teachers, the professionals.
Take the practitioners out of the practice (classroom) and replace them with trained personal… because anyone can teach… according to Deasy and Cortines and the monied interests which were coming for the schools way back then..
http://www.perdaily.com/2014/06/lausds-treacherous-road-from-reed-to-vergara–its-never-been-about-students-just-money.html
Make no mistake about it… this could not have happened if the union had been there to defend the civil rights of teachers.
http://www.perdaily.com/2014/07/former-ctc-attorney-kathleen-carroll-lays-out-unholy-alliance-between-union-and-public-education-pri.html
With us GONE — with the VOICE OF THE EXPERIENCED PROFESSIONAL gone from the LEARNING ENVIRONMENT, Gates an Pearson and all the snake-oil salesmen could offer A Magic Elixir: No Evidence required!
http://www.opednews.com/articles/Magic-Elixir-No-Evidence-by-Susan-Lee-Schwartz-130312-433.html
It makes me sick, to read what is happening sixteen years after they went after me.
Randi Weingarten knows my story. Ask her what happened to Ivan Tiger, the Manhattan Bureau rep that my civil rights do down the drain.
I’m curious if the court case will center on the Equal Protection clause (14) or whether due process was followed by offering a teacher first, and a computer only when the student opted out of the teacher led algebra class…
We all know that we learn by seeing and doing. In both cases a live teaching experience works best.