"Despite decades of advocacy, there is no body of evidence based on randomised, controlled experiments demonstrating the superiority of inquiry-based over explicit instruction. There is a huge body of evidence from around the globe demonstrating the advantages of explicitly showing learners how to solve problems as opposed to having them discover how to solve the same problems. In the research literature, that body of evidence is associated with the "worked example effect". That literature is carefully ignored by the discovery learning advocates."
Professor John Sweller
School of Education
University of New South Wales
Sydney NSW 2052
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Paul A. Kirschner Educational Technology Expertise Center Open University of the Netherlands Research Centre Learning in Interaction Utrecht University, The Netherlands
John Sweller School of Education University of New South Wales
Richard E. Clark Rossier School of Education University of Southern California
Mathematical Ability Relies on Knowledge, Too
By John Sweller, Richard E. Clark, and Paul A. Kirschner
We Have Yet to Adopt a Common Core Curriculum That Builds Knowledge Grade by Grade—But We Need To
By E. D. Hirsch, Jr
Inquiry-Based Instruction versus Example-Based Instruction
|The National Council of Teachers of Mathematics (NCTM) adopted new mathematics standards in 1989, changing the way math was traditionally taught in the United States. Below is a comparison of NCTM’s inquiry-based math instruction to high-quality example-based math instruction that has been proven to be effective for teaching all children mathematics.|
| A balanced math curriculum has three pillars: |
computational fluency (knowledge), conceptual understanding, and problem solving skills.
|Inquiry-based instruction leaves out computational fluency and therefore loses its balance and its foundation. Without computational fluency, students cannot develop permanent (long term memory) conceptual understanding and do not develop good problem solving skills. Mathematical reasoning and understanding come from computational fluency. The, "what must I find to solve this problem?" comes from experience, not repeated isolated discovery marathons.|
|Click here to download a pdf document of the above chart.|
The above is from the Monday, December 5th, 2005 Seattle Times.
The Gradual Release of Responsibility Model
A Gradual Release of Responsibility
Douglas Fisher, Ph. D
Professor of Language and Literacy Education
San Diego State University
Research and Development for Jamestown Reading Navigator
What does the Gradual Release of Responsibility Model look and sound like?
Gradual Release of Responsibility: I do, We do, You do
Understanding Scaffolding and the ZPD in Educational Research
Faculty of Education, University of Wollongong, NSW, Australia
A Textbook Example of What's Wrong with Education
A former schoolbook editor parses the politics of educational publishing.
Tamim Ansary Edutopia
Much of what is told in the above article may apply to the math texts.
The Muddle Machine Credit: Monte Wolverton
Education research gets an F.
Sharon Begley Apr 29, 2010 Newsweek
"Since holding teachers responsible for student performance is now all the rage, from the White House to the political right, let us do a simple thought experiment. Imagine an amateur baseball league in which team owners dictate which bats players use. The owners try to choose the best, but the research on bats is so poor, they have to rely on anecdotes—"Barry Bonds hit 73 home runs with maple!"—and on manufacturers' claims. As a result, some teams wind up using bats that are too heavy, too fragile, or no better than a broomstick. Does it make sense to cut players who were forced to use ineffective equipment?"
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