tag:blogger.com,1999:blog-25541994.post114772073790904862..comments2024-03-26T14:44:37.985-04:00Comments on D-Ed Reckoning: Trading PlacesKDeRosahttp://www.blogger.com/profile/06853211164976890091noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-25541994.post-1147893349155335382006-05-17T15:15:00.000-04:002006-05-17T15:15:00.000-04:00That's 2.5% apiece. 5% total.In practice I think ...That's 2.5% apiece. 5% total.<BR/><BR/>In practice I think it actually works like this for an average school:<BR/><BR/>22.5% should be part of the low performing class with the lowest 2.5% in special education.<BR/><BR/>25% should be part of the high performing class with some percentage in a GATE class<BR/><BR/>The remaining 50% (two clases) should be part of the average class.<BR/><BR/>As far as the number of practice problems needed for mastery. I'm not sure. I think Wickelgren's standard may be a little crude. In CMC, I know that they only give about 3-5 practice problems for each strand taught in the lesson.KDeRosahttps://www.blogger.com/profile/06853211164976890091noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1147880888903804372006-05-17T11:48:00.000-04:002006-05-17T11:48:00.000-04:00The taylor blurb sounds statistically sound if you...<I>The taylor blurb sounds statistically sound if you define gifted and cognitively disabled as 2 standard deviations from the median or IQs of 70 and 130. This gives gifted and disabled populations of 2.5%</I><BR/><BR/>2.5% in total, or at each end? (sorry to be thick - won't begin studying stats for awhile)<BR/><BR/>So what do you make of the idea of a fairly uniform "lumpen" middle?<BR/><BR/>This is my question....do we have a spectrum of "ability," defininig ability as the number of trials a student needs to learn the concept, or the amount of practice?<BR/><BR/>Wickelgren says that students need, IIRC, 20 to 30 practice problems a day.<BR/><BR/>He <I>doesn't</I> advise a spectrum of practice problems. Just 20 to 30 a day for everyone. (Don't know what he'd advise for the extremes.<BR/><BR/>What do you know about this?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1147831126397688812006-05-16T21:58:00.000-04:002006-05-16T21:58:00.000-04:00Catherine, I posted something to that effect at KT...Catherine, I posted something to that effect at KTM awhile back. It's not exactly scientific; more like relative learning rates.<BR/><BR/>The taylor blurb sounds statistically sound if you define gifted and cognitively disabled as 2 standard deviations from the median or IQs of 70 and 130. This gives gifted and disabled populations of 2.5%KDeRosahttps://www.blogger.com/profile/06853211164976890091noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1147830858354226192006-05-16T21:54:00.000-04:002006-05-16T21:54:00.000-04:00Not all scripted programs are created equal. Ther...Not all scripted programs are created equal. There are good ones and bad ones. What little reseearch there is on READ 180 indicates it does not have an educationally significant effect on student achievement.<BR/><BR/><I>It doesn't bother me at all that I can't be creative in my lesson plans; it actually saves me a great deal of planning time while eliminating the frustration of a mental block.</I><BR/><BR/>Good point and one often ignored by critics.<BR/><BR/><I>You could get anybody to walk in and read the script. But, not all people can walk into room, connect with those students and convince them to take part.</I><BR/><BR/>Even scripted programs require good teachers. The DI people say it takes two years of trainer before a teacher can adequately teach a classroom full of lower performers even with their scripted program. I never said it was easy.<BR/><BR/><I>and despite never having watched me teach, you seem to know that it must be my lack of effectiveness.</I><BR/><BR/>We can't say that for sure yet since you're not using an effective program. It could be the program causing the problems. I don't blame teachers specifically, I blame the schools for education failure. There is a difference.<BR/><BR/><I>shows with 100% accuracy that Direct Instruction is the perfect method, if done properly, for every student in the country.</I><BR/><BR/>Have you read the research? There is a lot of it. It doesn't work with every student; I never said that it would. Butit will work with all but about 90-98% of students depending on how well the school is run.KDeRosahttps://www.blogger.com/profile/06853211164976890091noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1147802432471914392006-05-16T14:00:00.000-04:002006-05-16T14:00:00.000-04:00On average kids make about 0.6 years of progress e...<I>On average kids make about 0.6 years of progress every year they're in school. </I><BR/><BR/>yeah, and the Randolph Duke kids are making 0.6 years of progress compared to the Monsieur Science Po kids.<BR/><BR/>The Billy Ray kids are behind the kids who are already behind.<BR/><BR/>That reminds me....I may have told this story at ktm.<BR/><BR/>Ed is editing a book of essays from French historians about what made them become interested in France.<BR/><BR/>A couple of them told math horror stories in passing.<BR/><BR/>One of them said he was the top of his school in every subject including math & science. <BR/><BR/>When he went to France for junior year abroad, he placed into the "low girl track" in math.<BR/><BR/>"Low girl track," IIRC, meant both that the class was the slowest <I>and</I> was in the "arts & literature" track, which was more heavily populated by girls.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1147801968085730002006-05-16T13:52:00.000-04:002006-05-16T13:52:00.000-04:00Mr. McnamarI'm interested in READ 180.What is the ...<B>Mr. Mcnamar</B><BR/><BR/>I'm interested in READ 180.<BR/><BR/>What is the program?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1147801912084854042006-05-16T13:51:00.000-04:002006-05-16T13:51:00.000-04:00Kenoff-topic - Do we have info on the learning rat...<B>Ken</B><BR/><BR/>off-topic - Do we have info on the learning rates of gifted, high-average, average, low-average....whatever categories there are....kids?<BR/><BR/>I've seen it said that gifted kids learn math concepts with one exposure, while other kids need 6 to 8 exposures. (not fact-checked)<BR/><BR/>Is there a spectrum?<BR/><BR/>How generalizable is the 6-to-8 figure?<BR/><BR/>I'm curious, because of a John Gatto Taylor observation that the bell curve is a religious & ideological fiction (an idea I don't reject out of hand, btw...)<BR/><BR/>I think Taylor would say we have a tiny number of gifted kids, a tiny number of LD kids, and then a big mass of kids who are more or less similar in learning abilities & potential....(putting words in his mouth)Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-1147744492598143442006-05-15T21:54:00.000-04:002006-05-15T21:54:00.000-04:00I do teach a scripted program. It doesn't bother ...I do teach a scripted program. It doesn't bother me at all that I can't be creative in my lesson plans; it actually saves me a great deal of planning time while eliminating the frustration of a mental block. <BR/>But, two things I've noted. You could get anybody to walk in and read the script. But, not all people can walk into room, connect with those students and convince them to take part. Believe me, I have many students who will attest to how much they hate READ 180. But others love it. It is their favorite period of the day.<BR/>And second, not all of my students have succeeded in the program. <BR/>Now, I know you will blame me, because you clearly have all of the answers, and despite never having watched me teach, you seem to know that it must be my lack of effectiveness. Oh, by the way, your profile doesn't give your credentials. Let me guess, 20 years in the field of education, teaching math or science. Then you realized how ineffective schools were and became a researcher who has conducted field study upon field study that shows with 100% accuracy that Direct Instruction is the perfect method, if done properly, for every student in the country. <BR/>If you are going to continue to have the debate, that is fine, but please, don't assume you know me or how I teach. <BR/>At no time do I put 100% of failure on the heads of the student.Mr. McNamarhttps://www.blogger.com/profile/03062641578010808106noreply@blogger.com