When I read this suggestion it sticks out that un-spoonfed, people with deficits in thier study skills, executive function, and institutional literacy would be most disadvantaged.
So, you have 2 kids who are equally bright, and you tell one "you don't have to do these assignments but there is a test at the end" and the other "you have an 80% chance if failing if you don't do these assignments. Analyse each assignments and feedback for shiboleths like the way they ask you to structure your introduction and optimize for demonstrating you know these shiboleths over everything else"
University is a wonderful petri dish for growing into who you want to be. You have access to expertise and resources abs a certain kind of institutional credibility. Few students actually use these fully and the ones who do were told to. You need some idea who you want to be and why, and this is developed in you by other people. Children don't just know stuff.
I think these are positive changes if and only if we accompany them with systematic study skills and self management courses and bridge this gap.
So, you have 2 kids who are equally bright, and you tell one "you don't have to do these assignments but there is a test at the end" and the other "you have an 80% chance if failing if you don't do these assignments. Analyse each assignments and feedback for shiboleths like the way they ask you to structure your introduction and optimize for demonstrating you know these shiboleths over everything else"
University is a wonderful petri dish for growing into who you want to be. You have access to expertise and resources abs a certain kind of institutional credibility. Few students actually use these fully and the ones who do were told to. You need some idea who you want to be and why, and this is developed in you by other people. Children don't just know stuff.
I think these are positive changes if and only if we accompany them with systematic study skills and self management courses and bridge this gap.