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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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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Didn’t see that tweet, but did read that paper. Reading the top few replies, the wild thing is really that the answer is still “yes.” For a large variety of things you might care about, including self-esteem, interest in school, attendance, etc...