Parents: Get Free Education Resources from ACT!

From ACT, Inc.: ACT is Providing Free Digital Learning Resources for Students, Educators, Workers Impacted by COVID-19 ACT capabilities assist students across the learning lifecycle and workers facing workplace disruptions during unprecedented times IOWA CITY, Iowa—ACT, a trusted nonprofit partner serving schools and workplaces around the world, announced today a broad-based effort to provide free…

via Parents: Get Free Education Resources from ACT! — The Bluegrass Institute for Public Policy Solutions

Early Universities — educational research techniques

Universities have been around under many names for over a Millennium. What they all have in common is a desire to train primarily young adults for scholar and professional service. In this post, we will look at three early medieval universities along with the influence of the Catholic Church in higher education at that time. […]

via Early Universities — educational research techniques

Something’s wrong/nothing’s wrong, Dept.

traditional math

Again, an op-ed  showing that people know something’s wrong while being told by school administrators and departments of education that how it was done in the past (when it worked) was wrong, and now we have a better way (which doesn’t work).  The current term for such subterfuge is called “gaslighting”. Another term is “willful ignorance”.
It is prevalent in education and the reason why many people advocating for change, sooner or later, give up trying to change the trend of ineffective faddish practices.
I heard a fellow teacher say recently that she uses “stations” in her class (i.e., a project-based activity in which students rotate among various tables doing various tasks, in groups) because middle schoolers’ attention span does not exceed 13 minutes. While short attention spans cannot be denied, there are other ways of breaking up a lesson, such as asking questions, having students solve problems, or a…

View original post 79 more words

USA Today story; another look

traditional math

The USA Today story I talked about the other day  is quite long and addresses many facets of the problem. Unfortunately, it is horribly misinformed, and even more unfortunately, many people reading it will believe it.

There’s one paragraph that was disturbing to me about the results of a test called PISA:

“The approach has led other countries to success. Teens in the Netherlands post some of the strongest math scores in the world on the PISA assessment. That’s largely because the exam prioritizes the application of mathematical concepts to real-life situations, and the Dutch teach math rooted in reality and relevant to society. Some longtime Dutch math experts were involved in the design of PISA, which began in 2000 and is given every three years to a sample of 15-year-old students in developed countries and economies.”

The method that the Dutch use to teach math is known as RME:…

View original post 76 more words

Help Wanted, Dept.

traditional math

This article in USA Today purports to explain why the US lags other countries in math. Here’s one of the reasons their supposedly-researched article provides:

“One likely reason: U.S. high schools teach math completely differently than other countries. Classes here often focus on formulas and procedures rather than teaching students to think creatively about solving complex problems involving all sorts of mathematics, experts say. That makes it harder for students to compete globally, be it on an international exam or in colleges and careers that value sophisticated thinking and data science.”

As part of the solution they go to the journos’ favorite expert Jo Boaler who recommends we switch over to integrated math for starts. That is, a combo of algebra, geometry and trig over three years, so that there isn’t the gap between algebra 1 and 2, when students have to take geometry in between.

Let me talk…

View original post 793 more words

Another Math Miracle, Dept.

traditional math

This promo piece is about Nashua NH public schools adopting Eureka Math. In keeping with the tradition and style of such articles that pass as objective reporting, it contains the usual disparagement of algorithms, memorization, and of course tests that are not “formative”.

To wit and for example:

“It builds student confidence, year by year, by helping students achieve true understanding of math, not just algorithms,” said Fitzpatrick, adding students are focusing on applying math as opposed to memorizing math formulas. By implementing Eureka Math for kindergarten up to eighth grade, she said it will provide a continuous standard progression and help build conceptual understanding and abstract skills. It also encourages consistent math terminology and common assessments that are formative and summative, explained Fitzpatrick.

It is more than a little discouraging to see the premises of Kamii and Dominick (famous for their seminal piece that supposedly provides evidence that teaching…

View original post 486 more words

Learning Through Play is More Than Play

Paul A. Kirschner & Mirjam Neelen Let children play! Let them figure out and discover stuff themselves! Let them create things! Let them set their own goals and come up with their own ideas! That’s how they learn: naturally! It sounds wonderful. Who would be against it? Really, no one could or would. Who can […]

via Learning Through Play is More Than Play — 3-Star learning experiences

A round-up of favorite posts from the past week — Catherine & Katharine

Dan Willingham on phonics instruction Jasmine Lane and Jon Gustafson on training teachers to fail Howie Knoff on “trauma informed” schools Joanne Jacobs on stop scaring students Burgoyne et al on “growth mindsets” Schlosser et al on no evidence for the Rapid Prompting Method of Facilitated Communication

via A round-up of favorite posts from the past week — Catherine & Katharine

Thorndike (1874 – 1949) – Experimental rigour and why Latin doesn’t give you transferable skills… — Donald Clark Plan B

Edward Thorndike deserves much more attention than he gets in the history of educational psychology. Inspired by William James, he was an assiduous experimenter, who revolutionised experimental psychology by introducing scientific rigour into his work. This led to ground-breaking work in important learning topics such as ‘transfer’, a topic often ignored in learning theory and…

via Thorndike (1874 – 1949) – Experimental rigour and why Latin doesn’t give you transferable skills… — Donald Clark Plan B