Flapdoodle Vs. Flapdoodle Vs. The Real ThingThe Real Thing

It’s July.It’s July. You’re working hard You’re working hard planning how to teach your soon-to-planning how to teach your soon-to-be first graders to read, or your be first graders to read, or your eighth graders math, or your tenth eighth graders math, or your tenth graders history.graders history.

Or, you’reOr, you’re in front of your classin front of your class, , about to open your pie hole and start about to open your pie hole and start teaching---communicating.teaching---communicating.

Which IDEAS will guide you?Which IDEAS will guide you?

Huh?Huh?

Answer me!Answer me!

Let’s look at some ideas that Let’s look at some ideas that WON’TWON’T help you one bit.help you one bit.

In fact, these ideas will make you look In fact, these ideas will make you look reeeeaaallll reeeeaaallll stupidstupid..

And they won’t help your students to And they won’t help your students to learn.learn.

Ready?Ready?

I know I am!I know I am!

1.1. ““Famous education theorists---Famous education theorists---Piaget, Vygotsky, Dewey, Piaget, Vygotsky, Dewey, Gardner---provide useful Gardner---provide useful information on how to teach.”information on how to teach.”

Sh sh sh sure they do.Sh sh sh sure they do.

Famous education theorists---Piaget, Famous education theorists---Piaget, Vygotsky, Dewey, Gardner---say almost Vygotsky, Dewey, Gardner---say almost NOTHINGNOTHING useful on how to useful on how to designdesign instruction instruction and how to and how to deliverdeliver instruction--teach. instruction--teach.

Whaaaaat!? Huh?Whaaaaat!? Huh?

Their ideas are: Their ideas are: VagueVague.. It’s not clear It’s not clear whatwhat you’re supposed to you’re supposed to

do.do. Over-generalizedOver-generalized---don’t ---don’t applyapply to to your your

students.students. Plain Plain wrong---wrong---don’t work.don’t work. Totally Totally insaneinsane..

““I wonder how exactly (Dewey, Piaget, I wonder how exactly (Dewey, Piaget, Vygotsky, Gardner) would teach kids to read?”Vygotsky, Gardner) would teach kids to read?”

Who cares?Who cares?

Because…Because…

A A cup cup of scientific research that providesof scientific research that provides FACTSFACTS (“Do it like (“Do it like THISTHIS.”) is better….”) is better…

……than a whole than a whole bucketbucket of cow pies--- of cow pies---

especially if you’ve already had lunch.especially if you’ve already had lunch.

2.2. “You should be (child, student, learner) “You should be (child, student, learner) centered, centered,

instead of (instead of (Oh, no!Oh, no!) teacher centered.”) teacher centered.”

This statement is really a clever This statement is really a clever insultinsult. If you, . If you, as teacher, carefully plan instruction as teacher, carefully plan instruction (objectives, exactly which examples to use, (objectives, exactly which examples to use, when students will practice, what a correct when students will practice, what a correct response means), “child-centered” persons response means), “child-centered” persons will say that you are doing it for will say that you are doing it for YOURYOUR convenience. convenience.

““You are teacher centered!!!” You are teacher centered!!!” [For shame!][For shame!]

What bunk! Because….What bunk! Because….

……Carefully planned instruction (so called Carefully planned instruction (so called “teacher-centered” instruction) is“teacher-centered” instruction) is EXACTLY EXACTLY what most students need!what most students need!

The so-called child-centered teacher does not want The so-called child-centered teacher does not want to to IMPOSEIMPOSE himself or herself on students by actually himself or herself on students by actually TEACHING TEACHING them them specific skillsspecific skills in a carefully in a carefully plannedplanned way. way.

““Heaven forbid I should teach! Then, again, I don’t Heaven forbid I should teach! Then, again, I don’t know HOW!”know HOW!”

““At Blowhole Elementary School, we have a child At Blowhole Elementary School, we have a child centered curriculum.”centered curriculum.”

Oh, goody for you. Of course, most of your Oh, goody for you. Of course, most of your disadvantaged kids can’t read, but you sure LOVE disadvantaged kids can’t read, but you sure LOVE them little chillens. them little chillens.

By the way---I hear that By the way---I hear that pedophiles pedophiles are pretty child are pretty child centered, too.centered, too.

Notice the ironyNotice the irony!!

The so-called teacher-centered The so-called teacher-centered teacher teaches carefully and teacher teaches carefully and systematically, and students learn. systematically, and students learn.

Therefore, the so-called teacher-Therefore, the so-called teacher-centered teacher is really doing centered teacher is really doing good things for kids—is child good things for kids—is child centered.centered.

But the so-called child-centered But the so-called child-centered teacher does teacher does NOTNOT teach teach systematically and carefully, and systematically and carefully, and therefore many students do therefore many students do NOTNOT learn.learn.

The next several slides show data from The next several slides show data from project project Follow ThroughFollow Through. . http://darkwing.uoregon.edu/~adiep/ft/151toc.htmhttp://darkwing.uoregon.edu/~adiep/ft/151toc.htm

Follow Through ran for 25 years. Follow Through ran for 25 years. [Longitudinal.][Longitudinal.]

It studied the educational achievement It studied the educational achievement of of 120,000 disadvantaged children living in 120,000 disadvantaged children living in 139 139 communities. communities. [Large and diverse [Large and diverse samples.]samples.]

It compared the effects of nine different It compared the effects of nine different “models” (kinds of curricula and “models” (kinds of curricula and

teaching teaching methods) on achievement and self-methods) on achievement and self-esteem, using esteem, using objective measuresobjective measures..

Two of the models would be called Two of the models would be called “teacher “teacher centered”---Behavior Analysis and centered”---Behavior Analysis and Direct Direct Instruction. Instruction.

The other seven models were all The other seven models were all versions of so-versions of so- called child-centered called child-centered instruction.instruction.

Let’s see how the kids did, shall we?Let’s see how the kids did, shall we?

This figure shows how often each model produced This figure shows how often each model produced significantly higher achievement than the significantly higher achievement than the other other

models. Notice that the “child-centered” models get models. Notice that the “child-centered” models get their @$$es kicked by the “teacher-centered” models.their @$$es kicked by the “teacher-centered” models.

This shows how often each model produced This shows how often each model produced significantly higher achievement in specific subjects significantly higher achievement in specific subjects

than the other models.than the other models.

This figure shows how kids taught with different models did This figure shows how kids taught with different models did on a standardized achievement test. Disadvantaged kids on a standardized achievement test. Disadvantaged kids

usually score in the usually score in the 2020thth percentile.percentile.Which models do good things for kids? Which models don’t?Which models do good things for kids? Which models don’t?

Which models—teacher-centered or child-centered—are the Which models—teacher-centered or child-centered—are the models that “rule” in this field? models that “rule” in this field?

The models that are promoted, sold in curriculum The models that are promoted, sold in curriculum materials, taught to you, and that are the basis upon materials, taught to you, and that are the basis upon which you will be supervised and later evaluated, are…which you will be supervised and later evaluated, are…

……the the “child-centered”“child-centered” ones whose ones whose “philosophy”“philosophy” ranges ranges from fluffy to nutty, and whose from fluffy to nutty, and whose methods methods don’t work very don’t work very well-well---especially with kids who need the most carefully --especially with kids who need the most carefully designed and delivered (teacher-centered) instruction.designed and delivered (teacher-centered) instruction.

I wonder whose side teacher educators are on.I wonder whose side teacher educators are on.

Look for the Look for the effectseffects of what persons and groups promote, of what persons and groups promote, NOTNOT how they advertise it. how they advertise it.

Because talk is cheap. Because talk is cheap. And lots of persons lie to promote themselves and their And lots of persons lie to promote themselves and their

ideas.ideas.

3. “Best Practices.”3. “Best Practices.”

How arrogant can you get?How arrogant can you get?

Only G-d knows what Only G-d knows what ISIS best. best.

The term “best practice” is sugary code for The term “best practice” is sugary code for “progressive” (child-centered) education-“progressive” (child-centered) education---in which --in which teachers are not supposed to “transmit information,” teachers are not supposed to “transmit information,” but are only to be “facilitators” as students “discover” but are only to be “facilitators” as students “discover” knowledge.knowledge.

““Look, Little Melvin Moonpie!,” says Little Debbie Look, Little Melvin Moonpie!,” says Little Debbie Snackcake. “I discovered how to read.”Snackcake. “I discovered how to read.”

Sh sh sh sure, you did, Little Debbie.Sh sh sh sure, you did, Little Debbie.

There’s There’s NO serious researchNO serious research showing that so-called best showing that so-called best practices practices areare the best that we have. IN fact, as you saw the best that we have. IN fact, as you saw with Follow Through, serious research shows that with Follow Through, serious research shows that “best “best practices”practices” are…..wait for it…. are…..wait for it….THE WORST for kidsTHE WORST for kids..

http://darkwing.uoregon.edu/~adiep/ft/151toc.htmhttp://darkwing.uoregon.edu/~adiep/ft/151toc.htm

4. “Developmentally appropriate practices”4. “Developmentally appropriate practices”

Means the same as “best practices.”Means the same as “best practices.”

Clever word play designed to fool gullible ed Clever word play designed to fool gullible ed students. students.

““Who? ME?!Who? ME?!

Yup. You, Pilgrim.Yup. You, Pilgrim.

““I better NOT teach phonics. I’ve been told that it’s I better NOT teach phonics. I’ve been told that it’s notnot developmentally appropriate.” developmentally appropriate.”

[Riiiiiight. I guess being illiterate [Riiiiiight. I guess being illiterate ISIS?]?]

Whenever you hear someone say that a method is or Whenever you hear someone say that a method is or isn’t developmentally appropriate, you should say to isn’t developmentally appropriate, you should say to yourself, “What a moron!”yourself, “What a moron!”

5.5. “You can’t transmit knowledge. Students must “You can’t transmit knowledge. Students must construct knowledgeconstruct knowledge. Therefore, most learning and . Therefore, most learning and instruction should be in the form of instruction should be in the form of inquiry and inquiry and discoverydiscovery.”.”

How would you like it if your doctor learned medicine that How would you like it if your doctor learned medicine that way?way?

““Dr. Reed, Just stick your scalpel in different places in Dr. Reed, Just stick your scalpel in different places in patients’ guts and see what happens. Eventually you’ll patients’ guts and see what happens. Eventually you’ll DISCOVER the right way DISCOVER the right way andand hundreds of wronghundreds of wrong ways.” ways.”

Blood squirting all over the place….Blood squirting all over the place….

““Oooopsie! I guess Oooopsie! I guess THAT THAT was a wrong way!”was a wrong way!”

Or, “Just jump out of the airplane and try different things. Or, “Just jump out of the airplane and try different things. Eventually you’ll discover how to open the parachute.” Eventually you’ll discover how to open the parachute.”

Sh sh sh suuuuure you will.Sh sh sh suuuuure you will.

SPLLLAAAAT!SPLLLAAAAT!

It turns out that students learn It turns out that students learn MORE MORE and and learn learn fasterfaster when the teacher teaches in an when the teacher teaches in an explicit and direct wayexplicit and direct way (teacher-centered). (teacher-centered).

When students try to When students try to discoverdiscover knowledge knowledge more on their own, it is more on their own, it is confusing confusing and filled and filled with with errorserrors and and misinterpretationsmisinterpretations of what of what they see.they see.

What does it even mean---What does it even mean---discover discover knowledgeknowledge? ? ““Hey, guys, I discovered reading!!”Hey, guys, I discovered reading!!”

Discovery and inquiry are the Discovery and inquiry are the worst possible worst possible waysways to teach to teach essential skillsessential skills (reading, math) (reading, math) to disadvantaged students.to disadvantaged students.

Remember Follow Through?Remember Follow Through?

Besides…Besides…

““The battles at Lexington and Concord were on April 18, The battles at Lexington and Concord were on April 18, 1775.”1775.”

I believe I just transmitted knowledge.I believe I just transmitted knowledge.

““Boys and girls. Here’s how to multiply these Boys and girls. Here’s how to multiply these parentheses.”parentheses.”

(6 + 5) (4 + 2)(6 + 5) (4 + 2)

““First I multiply the FIRST numbers---6 and 4. Six times 4 First I multiply the FIRST numbers---6 and 4. Six times 4 is 24. So, I write 24. Then….”is 24. So, I write 24. Then….”

I believe I just transmitted some more knowledge.I believe I just transmitted some more knowledge.

Persons who talk about students constructing knowledge Persons who talk about students constructing knowledge have no idea what this even means. Are they mind have no idea what this even means. Are they mind readers?readers?

The The SANE SANE and and USEFUUSEFUL way to look at L way to look at learning is this: learning is this:

Teachers Teachers present examplespresent examples (e.g., how (e.g., how to solve math problems) and students to solve math problems) and students induceinduce (figure out) the (figure out) the general ideageneral idea (concept, rule, routine) that is (concept, rule, routine) that is revealed by the examplesrevealed by the examples. .

Teachers can also Teachers can also TELLTELL students a students a concept, rule, or routine, and then concept, rule, or routine, and then substantiatesubstantiate this this withwith examples. examples.

For instance, the teacher gives (models) a For instance, the teacher gives (models) a definition of the conceptdefinition of the concept, , civil warcivil war, and then , and then gives gives five examplesfive examples that are consistent with that are consistent with (have the same (have the same featuresfeatures as) the definition. as) the definition.

Once students “get” the definition (because Once students “get” the definition (because they can they can correctly identifycorrectly identify the examples and the examples and nonexamples that the teacher nonexamples that the teacher JUST JUST used), used), the teacher gives the teacher gives new examples and new examples and nonexamplesnonexamples and has the students and has the students use use the the DEFINTION to identify which is whichDEFINTION to identify which is which..

You can still say that the students You can still say that the students “constructed” the definition, but the teacher “constructed” the definition, but the teacher GAVE them the informationGAVE them the information (examples and (examples and nonexamples) that enabled the students to nonexamples) that enabled the students to do this constructingdo this constructing---which you ---which you can’t can’t OBSERVEOBSERVE, anyway., anyway.

6.6. “You should adapt instruction to your “You should adapt instruction to your students’ learning styles.”students’ learning styles.”

It doesn’t get It doesn’t get any any dumber than this.dumber than this.

Here’s Stephen Denig inHere’s Stephen Denig in““Multiple Intelligences and Learning Multiple Intelligences and Learning Styles: Two Complementary Styles: Two Complementary Dimensions.” Dimensions.” Teachers College Teachers College RecordRecord Volume 106, Number 1, Volume 106, Number 1, January 2004, pp. 96–111.January 2004, pp. 96–111.

Denig says…Denig says…

““The Dunns (1993, 1999) define learning style The Dunns (1993, 1999) define learning style as the way in which each person begins to as the way in which each person begins to concentrate on, process, internalize, and concentrate on, process, internalize, and remember new and difficult academic content. remember new and difficult academic content. [Yeah, but what on earth do those words [Yeah, but what on earth do those words mean?]mean?] Their model addresses Their model addresses 21 unique 21 unique elementselements. . [Gee. ONLY 21!!][Gee. ONLY 21!!] Although no one is Although no one is influenced by all 21 elements, most students influenced by all 21 elements, most students are affected by are affected by 6 to 146 to 14. Those 21 elements are . Those 21 elements are classified into environmental, emotional, classified into environmental, emotional, sociological, physiological, and psychological sociological, physiological, and psychological variables…”variables…”

I can’t wait to find out what some of these I can’t wait to find out what some of these “elements” are.“elements” are.

How about you?!How about you?!

Let’s see…..Let’s see…..

““Environmental: This variable is composed of four Environmental: This variable is composed of four elements: sound, light, temperature, and design.elements: sound, light, temperature, and design.

Sound: Some learners require absolute quiet to learn, while Sound: Some learners require absolute quiet to learn, while others do best with music or other sound in the others do best with music or other sound in the background.background.

Light: Some learners require bright learning Light: Some learners require bright learning [He means [He means “light”?]“light”?] to concentrate,whereas others require a softer to concentrate,whereas others require a softer and perhaps more focused light.and perhaps more focused light.

Temperature: Some learners require warmth, whereas Temperature: Some learners require warmth, whereas othersothersrequire a cooler environment, while concentrating on new require a cooler environment, while concentrating on new andanddifficult academic knowledge or skills.difficult academic knowledge or skills.

Design: Some prefer more formal seating (e.g., hard Design: Some prefer more formal seating (e.g., hard chairs),chairs),whereas others prefer casual, informal seating (e.g., whereas others prefer casual, informal seating (e.g., sofa).”sofa).”

What is this, a resort or a school?!What is this, a resort or a school?!

““Emotional: This variable is also composed Emotional: This variable is also composed of four elements:of four elements:Motivation: Some learners are eager to Motivation: Some learners are eager to begin learning something new or difficult, begin learning something new or difficult, whereas others need to be challenged by whereas others need to be challenged by someone else to begin.someone else to begin.

Persistent: Some learners remain focused Persistent: Some learners remain focused on an academic task until it has been on an academic task until it has been completed, whereas others need to be completed, whereas others need to be reminded to complete the task at hand.reminded to complete the task at hand.

Responsibility: Some do what is required, Responsibility: Some do what is required, whereas others do the opposite of what whereas others do the opposite of what they are supposed to do (conformists vs. they are supposed to do (conformists vs. nonconformists).”nonconformists).”

““Intake: Some learners require a drink or Intake: Some learners require a drink or something to eat; others ignore drink and something to eat; others ignore drink and food when concentrating on new and food when concentrating on new and difficultdifficultmaterial.material.

Time: Some prefer to concentrate in the Time: Some prefer to concentrate in the morning, others in the early or late morning, others in the early or late afternoon, and some prefer the evening.afternoon, and some prefer the evening.

Mobility: Some sit and concentrate for Mobility: Some sit and concentrate for long periods of time without much long periods of time without much movement; others require the ability to movement; others require the ability to move about.”move about.”

Gee, and we’ve only scratched the surface! Gee, and we’ve only scratched the surface! There There are 15 more!!are 15 more!!

How about How about auditory auditory learners? learners?

““I I listen listen to the words on the page,” says Little to the words on the page,” says Little Wendy Sweatsock.”Wendy Sweatsock.”

How about How about visual visual learners? learners?

““I need to I need to seseee speech balloons coming out of my speech balloons coming out of my teacher’s mouth,” says Little Dingus O’Toole.teacher’s mouth,” says Little Dingus O’Toole.

How about How about tactiletactile learners? learners?

““I need to I need to feelfeel the colors,” says Little Sally Bait- the colors,” says Little Sally Bait-Bucket.Bucket.

How about How about olfactoryolfactory learners? learners?

““I have to I have to smellsmell the pages,” says the pages,” says Little Greta Cheesepockets.Little Greta Cheesepockets.

How about How about kinesthetickinesthetic learners? learners?

““I can’t learn math unless I’m I can’t learn math unless I’m dancingdancing around the room,” says Little Pavlova around the room,” says Little Pavlova P. Pinecone.P. Pinecone.

You think I’m making this stuff up?You think I’m making this stuff up?Well, I’m not.Well, I’m not.

There are a There are a few small problemsfew small problems with this learning styles with this learning styles bizness…bizness…

1. There’s 1. There’s no such thingno such thing as learning styles. [Gee. I guess as learning styles. [Gee. I guess that pretty much brings the bus to a quick stop, Boy Howdy!]that pretty much brings the bus to a quick stop, Boy Howdy!]

2. The instruments that are supposed to identify learning 2. The instruments that are supposed to identify learning styles are ridiculous. styles are ridiculous. http://http://www.pricesys.comwww.pricesys.com//

““Which do you prefer: playing with Play Doh or listening to Which do you prefer: playing with Play Doh or listening to music?”music?”[What’s that got to do with learning? How about NOTHING?][What’s that got to do with learning? How about NOTHING?]

3. There’s 3. There’s no researchno research showing that if you “adapt” showing that if you “adapt” instruction based on alleged learning styles students learn instruction based on alleged learning styles students learn any better.any better.

4. 4. How could you possibly adaptHow could you possibly adapt instruction to 20 or more instruction to 20 or more kids along 21 dimensions? kids along 21 dimensions?

Little Debbie Snackcake learns best while lounging on a Little Debbie Snackcake learns best while lounging on a couch drinking Mountain Dew from a sippy cup, between couch drinking Mountain Dew from a sippy cup, between 9:35 and 10:15, with the room temperature between 73 and 9:35 and 10:15, with the room temperature between 73 and 76 degrees, while psychobilly music is playing at about 90 76 degrees, while psychobilly music is playing at about 90 decibels. Don’t say anything to her or she’ll throw a fit.”decibels. Don’t say anything to her or she’ll throw a fit.”

7. “You should teach with the brain in mind. 7. “You should teach with the brain in mind. Use brain-based learning.”Use brain-based learning.”

Is there some Is there some OTHER organOTHER organ we didn’t think we didn’t think about? about?

Have we been laboring under the delusion that Have we been laboring under the delusion that we should teach with the spleen in mind?we should teach with the spleen in mind?

And why leave out the colon. Are we anti-And why leave out the colon. Are we anti-colonites. After all, it’s 30 feet long! Must be colonites. After all, it’s 30 feet long! Must be important!important!

How about How about buttocks-basedbuttocks-based learning? You got learning? You got two hemispheres, just like the brain. AND….it two hemispheres, just like the brain. AND….it talks!talks!

[I wonder if it can read. “Hey, more light!”][I wonder if it can read. “Hey, more light!”]

Here’s what real scientists say about brain-based Here’s what real scientists say about brain-based learning…learning…

““There really is There really is no research that links learning strategies no research that links learning strategies or classroom methods to changes in brain structureor classroom methods to changes in brain structure,” said ,” said John T. Bruer, president of the McDonnell Foundation in John T. Bruer, president of the McDonnell Foundation in St. Louis and author of “The Myth of the First Three St. Louis and author of “The Myth of the First Three Years,” which debunked the notion that all is lost if a child Years,” which debunked the notion that all is lost if a child does not receive proper stimuli by age 3. does not receive proper stimuli by age 3. “Educators are “Educators are making a very big mistake by wasting their time on ‘brain-making a very big mistake by wasting their time on ‘brain-based’ curricula.”based’ curricula.”

““That hasn’t stopped a growing number of educators from That hasn’t stopped a growing number of educators from believingbelieving that the world of education can be reborn via that the world of education can be reborn via neuroscience and by buying what Sam Wineburg, neuroscience and by buying what Sam Wineburg, professor at the College of Education at the University of professor at the College of Education at the University of Washington in Seattle, calls Washington in Seattle, calls ‘snake oil.’”‘snake oil.’”

““Companies sell learning kits ‘based on the latest brain Companies sell learning kits ‘based on the latest brain research,’ and professional development research,’ and professional development consultants consultants peddle the concept to teachers.peddle the concept to teachers. Teachers set up ‘left Teachers set up ‘left hemisphere-right hemisphere’ classrooms based on bad hemisphere-right hemisphere’ classrooms based on bad interpretation of research attributing learning style to the interpretation of research attributing learning style to the dominance of one side of the brain. Others decorate their dominance of one side of the brain. Others decorate their rooms in pastels or use round flashcards because that is rooms in pastels or use round flashcards because that is supposedly what brains prefer.”supposedly what brains prefer.”

Sounds like the same kind of scam Sounds like the same kind of scam as as global warmingglobal warming!!

All hat. All hat. No cowboyNo cowboy..

Strong conclusions. Weak Strong conclusions. Weak evidence.evidence.

Six eggs short of a dozen.Six eggs short of a dozen.

You have to be dumb as a sack of You have to be dumb as a sack of hammers to buy this hammers to buy this junk sciencejunk science..

We already know that We already know that certain ways of certain ways of communicatingcommunicating (logically clear) result in (logically clear) result in students students getting itgetting it. .

So, just communicate in So, just communicate in THOSETHOSE ways. ways.

[Can observe][Can observe] [Can’t observe][Can’t observe] [Can observe][Can observe]

Communicate Communicate Brain [?] Brain [?] Students Studentsa Certain Way Learna Certain Way Learn

| ^| ^ V __________V __________forget the brain forget the brain _____|_____|

You don’t know anything about how your You don’t know anything about how your heart works, but it beats just fine. heart works, but it beats just fine.

8.8. “Drill and kill!!”“Drill and kill!!”

Practice is Practice is saidsaid to be boring and is said to kill to be boring and is said to kill interest and incentive.interest and incentive.

Just ask anyone who has mastered a musical Just ask anyone who has mastered a musical instrument, a sport, dance, a part in a play, a martial instrument, a sport, dance, a part in a play, a martial art…art…

These persons NEVER practice.These persons NEVER practice.

They do it They do it onceonce, and that’s it!, and that’s it!

Anyone who tells you that you should Anyone who tells you that you should not not drill your drill your students for a students for a minute minute or so or so every dayevery day to build to build fluencyfluency, needs to get whacked on the back of the , needs to get whacked on the back of the head with a wet fish. head with a wet fish. [Or a dry fish, if you’re out of [Or a dry fish, if you’re out of wet fish.]wet fish.]

9.9. “Instruction should be holistic.”“Instruction should be holistic.”

You should You should NOTNOT analyze reading into analyze reading into its its main skills (elements)main skills (elements) and then and then teach the skills in a logical sequence: teach the skills in a logical sequence: what sounds the letters make what sounds the letters make sounding out words sounding out words reading single reading single words, word lists, sentences and words, word lists, sentences and stating what these mean.stating what these mean.

Instead, you should teach Instead, you should teach all the all the reading skills at the samereading skills at the same, and also , and also teach spelling, reading, and writing teach spelling, reading, and writing at at the same timethe same time.”.”

What nonsense!What nonsense!

The word “holistic” is new-age mind The word “holistic” is new-age mind slop. Like “holistic healing.”slop. Like “holistic healing.”

Complex skills DO consist of simpler Complex skills DO consist of simpler skill elements. skill elements. It’s essential that It’s essential that students learn these students learn these firstfirst..

You can’t solve math word You can’t solve math word problemsproblems if you don’t know the if you don’t know the basic basic math math operations, such as addition and operations, such as addition and multiplication. multiplication.

You can’t write or spell if you can’t You can’t write or spell if you can’t read wordsread words. So, what should you . So, what should you teach first?teach first?

Advocates of “holism” argue that Advocates of “holism” argue that teaching the parts first is teaching the parts first is meaninglessmeaningless——just as learning how to swing an axe just as learning how to swing an axe would be meaningless. would be meaningless.

But the But the learner learner doesn’t experience this doesn’t experience this is meaningless. The learner gets a kick is meaningless. The learner gets a kick out of mastering whatever the skill is.out of mastering whatever the skill is.

““I know how to hold this axe perfectly!”I know how to hold this axe perfectly!”

Besides, you will have the learner Besides, you will have the learner USEUSE the “part skills” in a the “part skills” in a whole task routinewhole task routine as soon as you can.as soon as you can.

10. “You should design instruction to foster multiple 10. “You should design instruction to foster multiple intelligences.”intelligences.”

Another idea fresh from Duncetown! Another idea fresh from Duncetown! Like you don’t have enough to do!Like you don’t have enough to do!Replace “intelligence” with “skill” or “talent.” Does Replace “intelligence” with “skill” or “talent.” Does it make a difference? it make a difference? Nooooo.Nooooo.

The SANE idea is to teach in a way that best The SANE idea is to teach in a way that best PRESENTS the PRESENTS the materialmaterial. .

Poems are to be Poems are to be HEARDHEARD.. Plays are to be Plays are to be ACTEDACTED.. Paintings are to be Paintings are to be SEENSEEN.. Math problems [2Y = 12] are to be Math problems [2Y = 12] are to be READREAD. .

Again, there’s NO scientific evidence that if you Again, there’s NO scientific evidence that if you design instruction to foster multiple intelligences design instruction to foster multiple intelligences students learn any better or any more.students learn any better or any more.

11. “Tailor instruction to students’ 11. “Tailor instruction to students’ background (family, culture). Make it background (family, culture). Make it relevant.”relevant.”

Since when is Since when is personal relevancepersonal relevance what what education is about? The purpose of education is about? The purpose of education is to lead young persons education is to lead young persons OUTOUT of the cave of their narrow of the cave of their narrow perspectives and biased opinions, and perspectives and biased opinions, and help them to learn what they help them to learn what they DON’TDON’T know and may not otherwise care know and may not otherwise care about. about.

The point is to expand the soul.The point is to expand the soul.

Besides, what if you have 10 Besides, what if you have 10 cultures represented in your class?cultures represented in your class?

And how do you make math and And how do you make math and science culturally relevant, anyway?science culturally relevant, anyway?

““Boys and girls, let’s see how long it Boys and girls, let’s see how long it takes this python to eat Little takes this python to eat Little Timmy. Get out your stop watches.”Timmy. Get out your stop watches.”

12. “You should develop 12. “You should develop your ownyour own materials. materials. You should You should NOTNOT use commercial materials use commercial materials because (1) one size does NOT fit all; and (2) because (1) one size does NOT fit all; and (2) commercial materials rob you of creativity.”commercial materials rob you of creativity.”

You’re a certified You’re a certified boneheadbonehead if you if you DON’TDON’T use use TESTED and EFFECTIVE commercial materials.TESTED and EFFECTIVE commercial materials.

Do surgeons go home and invent procedures Do surgeons go home and invent procedures for tomorrow’s operations, or do they follow for tomorrow’s operations, or do they follow the the TESTED proceduresTESTED procedures shown shown step by stepstep by step in in surgical textssurgical texts??

Do musicians make their own instruments? Do musicians make their own instruments? Do carpenters make their own nails? Do Do carpenters make their own nails? Do dancers build the stage?dancers build the stage?

Besides…Besides… You will not have the skills You will not have the skills to develop to develop

effective materials for a whole curriculum. effective materials for a whole curriculum. It takes many years to develop these It takes many years to develop these skillsskills

and then to develop and then to develop materialsmaterials. In the . In the meantime, you will HARM your students meantime, you will HARM your students by misteaching them. [Real moral!]by misteaching them. [Real moral!]

Do you want to spend hours every night Do you want to spend hours every night preparing lessons (most of which won’t preparing lessons (most of which won’t work, anyway)---work, anyway)---when you don’t have towhen you don’t have to? ?

Are you NUTS?!Are you NUTS?!

If you use tested and effective materials that If you use tested and effective materials that have been prepared have been prepared FOR FOR you, it gives you you, it gives you timetime to think of how to to think of how to adapt instructionadapt instruction to to different students, and to develop different students, and to develop expansionexpansion activitiesactivities---other stuff do so with the ---other stuff do so with the knowledge students have acquired.knowledge students have acquired.

Good materials do Good materials do NOTNOT try to “fit all” with try to “fit all” with “one size.” Good materials TELL you how to “one size.” Good materials TELL you how to use built-in assessmentsuse built-in assessments to adapt to adapt instruction--such as more practice and instruction--such as more practice and smaller steps.smaller steps.

You just need to know how to evaluate You just need to know how to evaluate materials. materials.

http://people.uncw.edu/kozloffm/assessing%20andhttp://people.uncw.edu/kozloffm/assessing%20and%20improving%20curriculum%20materials.doc%20improving%20curriculum%20materials.doc

You want to know You want to know whywhy you’ll be told you’ll be told NOTNOT to to use commercial curriculum materials?use commercial curriculum materials?

Because:Because: There are effective materials available There are effective materials available

(from publishers and on the web) to teach (from publishers and on the web) to teach anything you can think of.anything you can think of.

They are cheap.They are cheap. Anyone who can read and who has a Anyone who can read and who has a

personality can use them and teach personality can use them and teach effectively.effectively.

Therefore, do we really need ed schools, ed Therefore, do we really need ed schools, ed professors, more research on how to teach, professors, more research on how to teach, advanced degrees in education?advanced degrees in education?

How do YOU spell “self-interest?”How do YOU spell “self-interest?”

How do home schoolers do it without How do home schoolers do it without degrees in education?degrees in education?

13. “You shouldn’t use scripted materials. They rob you 13. “You shouldn’t use scripted materials. They rob you of creativity.”of creativity.”

Oh, really?!Oh, really?!

Do dancers write the dance notation? Do actors write Do dancers write the dance notation? Do actors write the play? Do musicians write the score? Does the the play? Do musicians write the score? Does the building contractor draw up the blue prints? Do building contractor draw up the blue prints? Do attorneys make the laws?attorneys make the laws?

No. These are complex activities. They require a No. These are complex activities. They require a division of labordivision of labor. .

Some persons do research on effective instruction. Some persons do research on effective instruction. Other persons use this research to develop the Other persons use this research to develop the

proceduresprocedures; e.g., materials that tell you exactly how to ; e.g., materials that tell you exactly how to teach and assess every reading skill. teach and assess every reading skill.

And still other persons use the materials to communicate And still other persons use the materials to communicate effectively with students so that students “get” the effectively with students so that students “get” the general ideas from the examples and explanations given general ideas from the examples and explanations given by the teacher.by the teacher.

Do you think dancers feel Do you think dancers feel UNUNcreative creative because they follow the choreography? because they follow the choreography? Their creativity is in the grace and Their creativity is in the grace and perfection of the DELIVERY.perfection of the DELIVERY.

Do you think a martial artist feels robbed of Do you think a martial artist feels robbed of creativity because Master Chen developed a creativity because Master Chen developed a kata (a form, a fighting routine) 1500 years kata (a form, a fighting routine) 1500 years ago?ago?

No, the martial artist feels HONORED to No, the martial artist feels HONORED to ENACT what Master Chen developed. ENACT what Master Chen developed.

Moreover, he or she does a better job Moreover, he or she does a better job BECAUSE of BECAUSE of

Master Chen’s work.Master Chen’s work.

Besides, learning the scripted procedures Besides, learning the scripted procedures teaches teaches YOUYOU how to design the how to design the communicationcommunication that is scripted---just as playing the same tune that is scripted---just as playing the same tune from sheet music teaches you the melody. This from sheet music teaches you the melody. This enables you to do it enables you to do it yourselfyourself later. later.

What’s the difference What’s the difference to youto you whether you write whether you write the script or someone else (a master of design) the script or someone else (a master of design) does? The point is to teach your does? The point is to teach your studentsstudents!!

Oh, you say you don’t want to use ANY scripts—Oh, you say you don’t want to use ANY scripts—

not even scripts that not even scripts that youyou write? You’d rather write? You’d rather wing wing

it----standing in front of your class stuttering it----standing in front of your class stuttering and stammering and rambling and making no and stammering and rambling and making no sense. sense.

Good idea.Good idea.How about if your physician operated that way?How about if your physician operated that way?

14. “Our job is to promote social justice.”14. “Our job is to promote social justice.”

No it isn’t, Dear Heart! Our job is to educate No it isn’t, Dear Heart! Our job is to educate kids so that: (1) they won’t be ignorant kids so that: (1) they won’t be ignorant morons; (2) they will internalize and pass on morons; (2) they will internalize and pass on the best aspects of the culture/civilization; (3) the best aspects of the culture/civilization; (3) we can preserve our culture/civilization against we can preserve our culture/civilization against Time (entropy) and our enemies, foreign and Time (entropy) and our enemies, foreign and domestic.domestic.

The public has not asked us to be social The public has not asked us to be social reformers.reformers.

Anyone who tells you that your job is to Anyone who tells you that your job is to promote social justice is trying to recruit you to promote social justice is trying to recruit you to THEIR cause and agenda. THEIR cause and agenda.

Are you going to let them treat you like a Are you going to let them treat you like a sheep. Are you going to Baaaaaa as you are sheep. Are you going to Baaaaaa as you are told?told?

There’s only ONE model/picture There’s only ONE model/picture of learning and instruction that of learning and instruction that you need.you need.

And here it is.And here it is.

Ready?Ready?

Teacher PresentsTeacher Presents The Learning MechanismThe Learning Mechanism Makes generalizationsMakes generalizationsExamples and TreatsExamples and Treats Performs a set of LogicalPerforms a set of Logical a. a. Verbal AssociationVerbal AssociationThem the Them the Same Same WayWay Operations.Operations. It: (1) It: (1) simple factsimple fact(e.g., names, solves, (e.g., names, solves, a. a. ExaminesExamines examples; X goes with Yexamples; X goes with Yanalyzes them). analyzes them). observesobserves their features (Name---event) their features (Name---event)

b. b. Compares and contrastsCompares and contrasts (2) (2) verbal verbal chain/listchain/list

Teacher presentsTeacher presents examples; examples; identifiesidentifies X goes with Y1-Y5 X goes with Y1-Y5Nonexamples andNonexamples and features that are the same (mitosis ---list of features that are the same (mitosis ---list ofTreats Them aTreats Them a c. c. Contrasts Contrasts examples examples (that phases)(that phases)DifferentDifferent Way Way share some of the same b. share some of the same b. ConceptConcept(e.g., names, solves, features and are treated (1) (e.g., names, solves, features and are treated (1) sensory, or basicsensory, or basic analyzes the same way) analyzes the same way) with with (all defining features (all defining features + + nonexamples nonexamples (that don’t can be seen, heard,(that don’t can be seen, heard,Teacher providesTeacher provides have those features and are felt) have those features and are felt)AssistanceAssistance such as such as treated differently). red, on, faster treated differently). red, on, faster Gaining attention,Gaining attention, d. d. Identifies the differencesIdentifies the differences (2) (2) higher-orderhigher-orderReview, Framing theReview, Framing the (in the features) between (defining features (in the features) between (defining featuresTask, Modeling the examples and nonexamples, are spread out andTask, Modeling the examples and nonexamples, are spread out andInformation, LeadingInformation, Leading and how they are treated. must be synthesized) and how they are treated. must be synthesized)Students Through the e. Students Through the e. Makes a generalizationMakes a generalization: sandstone, justice: sandstone, justiceInformation, Testing/Information, Testing/Checking to Ensure Checking to Ensure c. c. Rule-relationshipRule-relationship, or, orLearning, Correcting Learning, Correcting proposition proposition Errors, Outcome Errors, Outcome (relationship across (relationship acrossassessment. assessment. sets of things) sets of things)

d. d. Cognitive routineCognitive routine (sequence of steps(sequence of steps

for accomplishingfor accomplishing task)task)