Fiery words from designers of Direct Instruction, a scripted behaviorist instructional model which competed with various reform models in the largest educational study ever conducted. It trampled all other models in every measure—including student affect! andymatuschak.org/files/1988-Eng
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(I'm in the midst of a literature review on the evidence for constructivist, student-directed, and inquiry-based learning models. Results are candidly quite bleak thus far.)
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Would be v interesting to know the outcome of your study. Looking for evidence to assist in crafting a coaching program for sports
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I wonder how much overlap there is in the pedagogy with e.g. math! Very interesting.
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My first question is how to measure. My second question is how to decide what to teach. These snippets seem very sure about both.
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328 studies over 50 years show that direct instruction (structured guidance for teachers, teaching discrete skills before application, daily checks on learning, regular testing for mastery) has consistent, large positive effects on student achievement: bit.ly/2Leaaxl ($)
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Was there a measure for freedom? Easy to control affect (esp w/ behaviorism) at the expense of freedom.
Super keen to read the articles you find! Will look more into this article 🤓
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Will share a bibliography with write-up. 👍
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1) Curricula can be tremendously useful to the independent learner. (e.g. MOOCs are great, but don’t expect me to complete each one I start.)
2) They don’t exist for new ideas the student might create themselves - and which have precisely zero value in all measures of education.
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I get the impression that self-directed learning is tested by the perverse question:
“When students are free to be different and learn what they like how they like, do they nevertheless turn out the same, and learn precisely and only what I want them to know - efficiently?”
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Alas, the major direct comparisons with DI predate that effort but I find it fascinating.
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