4th and 5th graders have completed Place Value, Estimation, Addition and Subtraction with and without Estimation and Properties of Addition. They are now working on Larger Sums and Differences. On completion, we will be moving on to Properties of Multiplication and 2 & 3-digit Multiplication.

6th and 7th graders worked on Decimal System and Operation with Whole Numbers. They are now working on Geometric Figures, Angle Measurements, Perpendicular and Angle Bisectors, Area and Circumference of Circles, which is nearing completion. We will be starting our next unit on Fractions and continue to work on it.
Every week we will have a Test or Pop Quiz.

“All I know is that I know nothing.” –Socrates

The above quotation from Socrates seems paradoxical. How can one know anything if one knows nothing? Furthermore, how does this quotation relate to education? Socrates is of course being hyperbolic in his sentiment. He knows something, of course; however, in the grand scheme of things he knows very little.

Though this quotation has many different interpretations, it is worth gleaning a general message from it relative to education: Self-awareness of our own ignorance—no matter the subject, whether it be writing or mathematics or science—is a key factor in the first steps toward authentic learning. We must, in a way, admit our own ignorance. Viewing oneself as perfect or “good enough” is a pathway toward failure and intellectual stagnation.

How does this relate to the students at Pinnacle Prep? Every student enters the classroom believing they know more than they do; this is universal. I did and I still do, speaking as a student of life.  This is perhaps the basis for the etymology of the word “sophomore” (“wise fool”). We all think we know more than we actually do because our often ignorance prevents us from imagining the unknown.

Ultimately, Socrates’ quotation should be read with optimism. Reminding ourselves—teachers and students—each day that we know less than we think provides the conditions necessary for the possibility of learning. It creates a vibrant world full of potential.

A brief example: Ancient Greek scholars performed writing tasks called progymnasmata. In these tasks, students were directed to write in a specific form (a fable, for instance). Writing the fable one time was not sufficient. The fable would be re-written until the fable neared perfection, or at least until it was deemed acceptable. This is a goal of writing, learning, and teaching: to take what is merely acceptable and to transform it into something remarkable. If students can see that they know nothing—or at least know less than they imagine—then they can obviously imagine a world in which they know more. This can indeed be difficult because writing well is much like acquiring spoken language; we all know that we can speak, we just can’t pinpoint when we mastered (if such a thing can be done!) language. There was no single Eureka! moment because the process of language acquisition moves at a very slow pace. Similarly, developing writing skills can be slow. It is difficult to feel or know improvement until a student reflects back on the weeks of work.

This goes for every subject, too. Want to know how well you’ve progressed in math? Compare your work today with your work a few months ago. The moment of realization may render one speechless!