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  1. Cognitive evidence made more clear – sweller

    February 23, 2019 by Tunya

    Greg Ashman had an article in an Australian paper:  Don’t be seduced by inquiry and project-based learning — the evidence is scant.

    A comment pointed to the original paper on this topic, Minimal Guidance…..re constructivist, discovery, problem-based, experiential, inquiry-based.  My comment pointed out an easier paper to read:

    For busy people, what a joy it is to find an easy-to-read version of an academic paper! From 12 pages to 6 pages and stripped of much academese — who can ask for more? Thanks to Craig Lawrence for suggesting that the “starting point” should be the “Minimal Guidance . . .” paper by Kirschner, Sweller and Clark. After having read the previous comments Craig is probably suggesting that people do their homework on this heavy debate surrounding direct instruction versus inquiry/project-based learning.

    Here is that “newer and better” (?) paper: Putting Students on the Path to Learning, https://www.aft.org/sites/default/files/periodicals/Clark.pdf

    It was written by teachers for teachers and published in the American Federation of Teachers journal, American Educator, Spring 2012 (6 years after the original).

    Here you will find:

    – The “dispute” clearly set out

    – The term “novices” used for new learners, “experts” for those already comfortable

    – How “working memory” and “long-term memory” operate – The concept of “worked-example effect”

    – The introduction of the term “cognitive load” (more fully described in the original)

    – How “discovery” approach could lead to “confusion” and “misconceptions”

    – That “transfer” does not necessarily apply to other contexts

    – Novice and intermediate learners are best-served by explicit instruction, while “most expert students” can benefit from “minimal instruction”

    I feel this paper is a better starting point. From there one would appreciate the original, Greg’s blog and book, Daisy’s book, etc. Of course, much has happened since 2006 and 2012, and we must now salute the new movement, researchED, which aims to emphasize the need for evidence-informed practice.

    Category Uncategorized | Tags: | No Comments

  2. student mental health & “schooling”

    February 18, 2019 by Tunya

    Globe & Mail had a 2 page article on “escalating demand” for mental health services on campuses, Feb 15, 2019. ‘Students and schools wrestle with a mental health crisis” There were just 10 comments. My two comments follow:

    University students mental health crisis PART I

    Reading this 2-page special feature on the escalating demand for mental health services on our campuses makes me sad.

    At the same time I’m outraged.

    I attended a significant education conference last weekend — Working Out What Works. Organized by a UK group called researchED we heard speakers highlighting education practices that are supported by evidence. We heard that many in the field — teachers and researchers — are embarrassed that teaching cannot be called a true profession. A semi-profession — maybe. It had yet to “grow up”.

    We heard that “fads and frills” and new unproven teachings were widespread. Something called “21st Century Learning” was preparing students for uncertain futures. And this was the trend globally.

    Many practising teachers from BC and Alberta said they felt affirmed upon hearing of the best research on teaching of reading and mathematics. Cognitive research was shared and it was revealed that some present teaching styles could actually be harmful, leading to confusion. Knowledge was being diminished.

    I’m wondering if this mental health crisis on campus is a result of ill-educated school grads?

    University students’ mental health crisis PART II

    When a psychiatrist also says there is a crisis we should listen. Don’t we care that students suffer mental health issues on campus? BUT, the doctor says it’s doubtful that counselling would help much. In my previous post I speculated that perhaps students were ill educated. As a grandparent I’ve seen a lot of poor school practices over the years, and some parents actually state that it’s all “crazy-making!”

    Let’s consider that further. Isn’t it obvious that students would be short-changed if the best teaching was being withheld from them? It just so happens that cognitive research in the last 20 years is indeed proving that some methods are more effective while others are discredited. Yet, the education field is notorious for refusing evidence informed practices in favor of some latest big idea!

    This paper, Putting Students on the Path to Learning, if understood by our education leaders would soon challenge these trendy methods — constructivist, discovery, problem-based, experiential and inquiry-based teaching. Confusion, misconceptions abound!

    It’s time to investigate this one possible factor in addressing this crisis.

    Category Opinions in media, Uncategorized | Tags: | No Comments

  3. ESA for special needs

    January 9, 2019 by Tunya

    https://www.theglobeandmail.com/canada/article-from-the-comments-has-inclusive-education-gone-too-far-educators-and/

    Here is another alternative for education of special needs children: Education Savings Accounts.

    What if the per capita amount was put into an account for a parent to use as they see fits the student’s needs? Ask the parents if they would like the ESA choice:

    What would you do with $11,000 per year ($1,000 kept by government for administrative purposes) for your child’s education?

    1. Make sure a psychosocial academic assessment is in place about strengths and limitations.

    2. Buy specialized private tutoring for reading, math, etc.

    3. Be able to afford specialized experiences like therapeutic horseback riding, musical instruments and lessons, to suit the interests of the child.

    4. Attend a private school that would accommodate child’s special needs.

    5. Purchase specialized computer, curriculum, textbooks, supplies for special needs.

    6. Afford therapies indicated — speech, physiotherapy, positive behavioral skills, etc.

    7. Join parent support groups and social events for students.

    8. Would you like to customize your child’s education?

    ESA — https://youtu.be/bPEkK5nfu3Y

    [comment to G&M re Educating Grayson, Jan 5, 2019]

     

    Category Opinions in media, Uncategorized | Tags: | No Comments

  4. Flabby families or choice in education

    December 16, 2018 by Tunya

    Flabby Families OR Family Choice in Education

    Families should be able to find the best fit of education for their children — yet that is a far off dream. The Universal Declaration of Human Rights (1948) recognized the significance of this principle: “Parents have a prior right to choose the kind of education that shall be given to their children.” Parents who are not involved in choice questions regarding their children become “flabby”. See how this conclusion arises:

    In a 2002 interview Berkeley Law professor emeritus John E. Coons, a pioneer advocate for school choice, said:

    “There are a lot of benign effects of school choice but, for me, choice is family policy. It is one of the most important things we could possibly do as therapy for the institution of the family, for which we have no substitute. The relationship between the parent and child is very damaged if the parent loses all authority over the child for six hours a day, five days a week, and over the content that is put into the child’s mind.”

    “What must it be like for people who have raised their children until they’re five years old, and suddenly, in this most important decision about their education, they have no say at all? They’re stripped of their sovereignty over their child.”

    “And what must it be like for the child who finds that his parents don’t have any power to help him out if he doesn’t like the school? We are always complaining about the lack of responsibility in low-income families. But, the truth is, we have taken the authority away from them in this most important aspect of their child’s life….”

    “It’s a shame that there are no social science studies on the effect of choicelessness on the family. If you are stripped of power—kept out of the decision-making loop—you are likely to experience degeneration of your own capacity to be effective, because you have nothing to do. If you don’t have any responsibilities, you get flabby. And what we have are flabby families at the bottom end of the income scale.”

    Dr. Coons was talking in the context of poverty and families. But, we can see that his remarks also apply to all families who can become flabby when unconnected from decisions about their children’s education.

    [to FB, ECC]

    Category Education Reform, Uncategorized | Tags: | No Comments

  5. $4 per child to test for reading ability

    December 8, 2018 by Tunya

    My comment to SUN article re upcoming teacher/government negotiations   https://vancouversun.com/news/local-news/b-c-schools-2019-expect-funding-review-teacher-shortages-contract-negotiations

    Reading this well-researched article and the attached links convinces me that our education system in BC certainly needs a new funding approach. There are so many demands on the scarce taxpayer dollar, so many parties with their priorities, and parents still clambering for the rationed services needed for special needs students.

    And the broader public still has not been consulted nor allowed to weigh in. One comment to the Sun story already suggests that a new model of provision should factor in a larger online education service. This, he proposes, would “do wonders for the skyrocketing costs as well as probably get the students back to learning the three R’s”.

    I particularly like his emphasis on the 3 R’s and if we read the story carefully we see that many parents are concerned about students’ ability to read — the foremost and primary skill all students should be assured of. A simple test given to Kindergarten students, costing $4 each, for example, would identify those who need specialized reading attention early. This would save costs right from the start because further expensive psychosocial tests ($3000 ea) would not be needed for many of these students if early intervention succeeds. And, very costly remediation programs now in place wouldn’t be needed.

    Another comment from a reader suggested tapping into new resources instead of the old standby of burdening taxpayers further. He suggested returns from pot or liquor sales could be tapped. I would suggest that charities and foundations or even simple fund-raising could help find that urgent $4 per Kindergarten child to launch them on the road to confident reading. The right to read is one right we should all get behind.

    Category Absurdities, Opinions in media, Teacher Unions, Uncategorized | Tags: | No Comments

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