tag:blogger.com,1999:blog-25541994.post3472742125880278525..comments2024-03-26T14:44:37.985-04:00Comments on D-Ed Reckoning: Teacher AutonomyKDeRosahttp://www.blogger.com/profile/06853211164976890091noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-25541994.post-69905036222149931072007-03-05T12:52:00.000-05:002007-03-05T12:52:00.000-05:00I agree and I disagree. I have met some talented ...I agree and I disagree. I have met some talented teachers that do fabulous and effective things that are not in the curriculum. I also know lots of teachers who stick with the textbook... Now that I think of it, the teachers who are the most impressive tend to replace chunks of the book with things that work better rather than trying to add stuff to the curriculum. I've been reading Zig's book with interest--and one lesson that seems to come through in these passages is that most teachers aren't good curriculum designers. This was kind of surprising to me (I'm almost incapable of teaching a course more than once without redesigning it), and it's changing how I think about my students who are going to be high school teachers.Lsquaredhttps://www.blogger.com/profile/13648981928593814766noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-75745015077633942872007-03-05T12:51:00.000-05:002007-03-05T12:51:00.000-05:00"The full DI program, which includes reading, writ..."The full DI program, which includes reading, writing, math, and spelling takes 1/2 a day to teach. "<BR/><BR/>I have been able to obtain a version of the reading program in the "TEACH YOUR CHILD TO READ IN 100 EASY LESSONS". <BR/><BR/>What is the best way to obtain the Math, Writing and Spelling components for someone in a homeschool context.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-22076634423607401782007-03-05T08:31:00.000-05:002007-03-05T08:31:00.000-05:00Jane, your comment is full of many misconceptions....Jane, your comment is full of many misconceptions.<BR/><BR/>Open Court is not a DI program. In the real DI programs, most of the stories read are chapter books, starting in the 2nd level.<BR/><BR/>Love of reading is lost when children don't learn to read well. In this respect, open Court does a better job than many reading programs out there.<BR/><BR/>The full DI program, which includes reading, writing, math, and spelling takes 1/2 a day to teach. The other half of the day is free.KDeRosahttps://www.blogger.com/profile/06853211164976890091noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-73798576525633539362007-03-05T08:11:00.000-05:002007-03-05T08:11:00.000-05:00I teach direct instruction and it works. I am not ...I teach direct instruction and it works. I am not knocking all of the program at all, but if I stuck just to my DI program (Open Court Reading), my students would exit elementary school never having been guided through a chapter book. All of our stories are excerpts designed to teach a skill. What is lost is a love of reading. Field trips, music,school plays, PE, most of SS, & science are also lost as we fill our days with an extensive program that takes hours and hours of time to teach. It works, but there is a cost to children's school experience. It isn't the way I was taught at all- as a student, or a teacher candidate.Janehttps://www.blogger.com/profile/04764437077561164662noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-14947607295120312582007-03-04T22:54:00.000-05:002007-03-04T22:54:00.000-05:00I can't tell you how many times I've sat around a ...I can't tell you how many times I've sat around a table for "team planning" and I've wanted to pull my hair out. Lots of cutsey activities are thrown out but no real methods of teaching or assessing are offered. Your previous comment regarding a procedure for teaching math will work in any subject area. The research clearly shows that small increments along with frequent assessment (not necessarily a pencil/paper test) provides the feedback teachers and students need. <BR/><BR/>I feel that expert content knowledge would also be a help but often I don't see it at the upper elementary level. It's hard to plan three-tiered questions on the higher-order thinking skills when you can't manipulate the content yourself.EHThttps://www.blogger.com/profile/17964668210604436937noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-33068396429894408092007-03-04T22:35:00.000-05:002007-03-04T22:35:00.000-05:00rarely do teachers make that kind of decisionI hav...<I>rarely do teachers make that kind of decision</I><BR/><BR/>I have no doubt that is the case, but I'm unclear about the specific mechanism. I'd expect teachers to go through a process of "unwrapping the standards" to produce a course of studies. Where actual curriculum choices arose, I'd expect them to weigh the available efficacy evidence.<BR/><BR/>Somehow it seems the "powers that be" hold their noses and say "ooooh icky" and dismiss DI, or some other cost-effective program. Why would a teachers' union allow teachers to be railroaded down a path of certain failure?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-20706064643336506432007-03-04T08:59:00.000-05:002007-03-04T08:59:00.000-05:00Hi AnonNo, none of these things is going to work. ...Hi Anon<BR/><BR/>No, none of these things is going to work. What I think is needed is explicit teaching plus more. That plus more is quality control measures.<BR/><BR/>Knowledge acquisition: Teaching needs to be clear so that students learn what is intended to be learned without inducing misrules. Teaching must be done in small increments and student performance must be questioned frequently for feedback so that corrections can be administered immediately. New material must build on old information.<BR/><BR/>Knowledge Retention: once material has been learned, sufficient distributed practice must be given so that the material is retained. Unit tests need to be administered often and students must demonstrate mastery of the material before being allowed to proceed.<BR/><BR/>There will be a Direct Instruction Algebra program being released this spring. They’ve been working on it and four years and field testing it. This would be the easy way out.KDeRosahttps://www.blogger.com/profile/06853211164976890091noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-9071163000022863712007-03-03T22:15:00.000-05:002007-03-03T22:15:00.000-05:00If you are skeptical that traditional methods will...If you are skeptical that traditional methods will not work with the lower portion of students (lower 25%, at risk), what will? I'm a high school math teacher, and the suggestions I always get are "hands-on activities", "cooperative learning", and "relate it to real life". My experience (21 years) tells me that there is nothing magical about any of these, and often they simply waste time and do not enhance learning. (They might be fun, but the goal is to learn).<BR/><BR/>I have yet to see lessons that teach exponents, polynomials and factoring with any depth that are also hands-on or related to real life situations that a student in the "lower portion" would accept as valid.<BR/><BR/>Is there a source for this? The things I've seen barely touch the surface of such topics. <BR/><BR/>I'm almost ready to throw in the towel. Sometimes I even wonder why students at this level are studying anything more than a basic type Algebra (signed numbers, equations, graphs).<BR/><BR/>I respect your opinions. Thank you for your responses.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-79199182715491357342007-03-03T19:36:00.000-05:002007-03-03T19:36:00.000-05:00Hi NDCI'm sceptical that traditional methods will ...Hi NDC<BR/><BR/>I'm sceptical that traditional methods will be effective with the lower half of the curve. Their history is not that good with this segment. So, tell me what do you, as an educator, think the solution is?<BR/><BR/>Your suggestion from another thread about [flexible] ability grouping is a good start.KDeRosahttps://www.blogger.com/profile/06853211164976890091noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-81407498498610854282007-03-02T16:56:00.000-05:002007-03-02T16:56:00.000-05:00So how many ed schools use Zig's book? Surely educ...So how many ed schools use Zig's book? Surely educators ought to be able to assess arguments regarding efficacy. And why would a university institutional review board sign-off on experiments that don't leverage what is already known? Moreover, "Professional educators shall maintain high levels of competence throughout their careers," (<A HREF="http://www.ed.psu.edu/edservices/certification/code_of_conduct.asp" REL="nofollow">Pennsylvania's Code of Professional Practice and Conduct for Educators</A>).<BR/><BR/>The "thorough and efficient" education clause of your state constitution has been held to confer a fundamental right to Pennsylvania children. Where is their advocate?Anonymousnoreply@blogger.com