Online teaching vs. Classroom teaching

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  • If teachers were to teach as Salman Khan teaches in his videos they would be down rated. The math teacher who shows her class several very clear examples followed by some practice problems will be rated developing on the basis that she was too teacher centered, not engaging, and too focused on procedures.
  • Where was the student engagement? Why weren’t they sitting in groups? Where was your differentiation? Where was your student-centered instruction? Why no discovery based learning?

 

 

 

The 10,000-hour rule is wrong and perpetuates a cruel myth

 

  •  For example, the number of hours of deliberate practice to first reach “master” status (a very high level of skill) ranged from 728 hours to 16,120 hours. This means that one player needed 22 times as much deliberate practice as another player to become a master.
  •  Deliberate practice left more of the variation in skill unexplained than it explained. For example, deliberate practice explained 26% of the variation for games such as chess, 21% for music, and 18% for sports.
  • Researchers found that there was a stronger correspondence in drawing ability for the identical twins than for the fraternal twins. In other words, if one identical twin was good at drawing, it was quite likely that his or her identical sibling was, too.
  • But it does imply that there are limits on the transformative power of practice. As Mosing and her colleagues concluded, practice does not make perfect.
  •  Jesse Owens, Marion Jones, and Usain Bolt, and found that, in all cases, they were exceptional compared with their competitors from the very start of their sprinting careers — before they had accumulated much more practice than their peers.

Slate  BI

 

 

PRACTICE DOESN’T MAKE PERFECT

PRACTICE DOESN’T MAKE PERFECT

  • How much did practice actually explain? A 2014 meta-analysis looked specifically at the relationship between deliberate practice and performance in music, games like chess, sports, education, and other professions.
  • For some things, like games, practice explained about a quarter of variance in expertise.
  • For music and sports, the explanatory power accounted for about a fifth.
  • But for education and professions like computer science, military-aircraft piloting, and sales, the effect ranged from small to tiny. For all of these professions, you obviously need to practice, but natural abilities matter more.

Studies show taking notes by hand is more effective

Take Notes by Hand for Better Long-Term Comprehension

  • The results revealed that while the two types of note-takers performed equally well on questions that involved recalling facts, laptop note-takers performed significantly worse on the conceptual questions.
  • The benefit of having more content is canceled out by “mindless transcription.”
  • The amount of verbatim overlap was associated with worse performance on conceptual items.

What You Miss When You Take Notes on Your Laptop

  • Mueller and Oppenheimer predicted that the decrease in retention appeared to be due to “verbatim transcription.”
  • And again, though the laptop note takers recorded a larger amount of notes, the longhand note takers performed better on conceptual, and this time factual, questions.

A Learning Secret: Don’t Take Notes with a Laptop

  • Students who used longhand remembered more and had a deeper understanding of the material

Attention, Students: Put Your Laptops Away

Attention, Students: Put Your Laptops Away

  •  For questions that asked students to simply remember facts, like dates, both groups did equally well.
  • But for “conceptual-application” questions, such as, “How do Japan and Sweden differ in their approaches to equality within their societies?” the laptop users did “significantly worse.”
  • “The students who were taking longhand notes in our studies were forced to be more selective — because you can’t write as fast as you can type. And that extra processing of the material that they were doing benefited them.”

Teacher Must Remain a Student

I write for the unlearned about things in which I am unlearned myself… It often happens that two schoolboys can solve difficulties in their work for one another better than the master can… The fellow-pupil can help more than the master because he knows less. The difficulty we want him to explain is one he has recently met. The expert met it so long ago that he has forgotten… I write as one amateur to another, talking about difficulties I have met, or lights I have gained…     -C.S. Lewis

Can Students Have Too Much Tech?

  • “Students who gain access to a home computer between the 5th and 8th grades tend to witness a persistent decline in reading and math scores,” the economists wrote, adding that license to surf the Internet was also linked to lower grades in younger children.
  •  What’s worse, the weaker students (boys, African-Americans) were more adversely affected than the rest. When their computers arrived, their reading scores fell off a cliff.
  •  With no adults to supervise them, many kids used their networked devices not for schoolwork, but to play games, troll social media and download entertainment. (And why not? Given their druthers, most adults would do the same.)
  • Technology does have a role in education. But as Randy Yerrick, a professor of education at the University at Buffalo, told me, it is worth the investment only when it’s perfectly suited to the task, in science simulations, for example, or to teach students with learning disabilities.

Can Students Have Too Much Tech?

Laptop versus hand-written notes

The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.

Advantages of Longhand Over Laptop Note Taking

What’s Lost as Handwriting Fades

College Success? SAT vs. GPA


High school grades matter — a lot. For both those students who submitted their test results to their colleges and those who did not, high school grades were the best predictor of a student’s success in college. And kids who had low or modest test scores, but good high school grades, did better in college than those with good scores but modest grades.

College Applicants Sweat The SATs. Perhaps They Shouldn’t

Ivy degrees and income: Correlation vs. Causation?

Krueger and Dale studied what happened to students who were accepted at an Ivy or a similar institution, but chose instead to attend a less sexy, “moderately selective” school. It turned out that such students had, on average, the same income twenty years later as graduates of the elite colleges. Krueger and Dale found that for students bright enough to win admission to a top school, later income “varied little, no matter which type of college they attended.” In other words, the student, not the school, was responsible for the success.

 

http://www.brookings.edu/research/articles/2004/10/education-easterbrook

Debunked: Singapore’s High Test Scores

Misidentifying Factors Underlying Singapore’s High Test Scores

  • Singapore’s student population does not include the children of huge numbers of people who work the lower-paying jobs in Singapore.
  • For Singaporean students, school is their job; other activities are absent or relegated to minor roles.
  • Most Singaporean children get additional schooling beyond the school day through individual tutoring or classes.  (One survey found 97% of Singaporean students get private Math tutoring)
Yet again, Statistics 101.  Yet this myth is parroted like gospel.  Of course test scores are going to vary when you are not comparing similar groups:  
  • China scores only include children from Shanghai.  (How about we only include students from Scarsdale in the USA TIMMS scores?)
  • Singapore schools do not contain any children from working class families (Service workers commute to Singapore from Malaysia).  Singapore GDP is 50% higher than the USA’s.
  • American students are involved with a wide array of sports and activities.  22% of American students have after school jobs.
  • The reality is that top performing students in affluent suburbs of America perform on par with top performing countries who do not have lower class students in their results.

Which Traits Predict Success? (The Importance of Grit)

The first thing Duckworth, et. al. discovered is that deliberate practice works. Those kids who spent more time in deliberate practice mode – this involved studying and memorizing words while alone, often on note cards – performed much better at the competition than those children who were quizzed by others or engaged in leisure reading. The bad news is that deliberate practice isn’t fun and was consistently rated as the least enjoyable form of self-improvement. Nevertheless, as spellers gain experience, they devote increasing amounts of time to deliberate practice. This suggests that even twelve year olds realize that this is what makes them better, that success isn’t easy.

Which Traits Predict Success? (The Importance of Grit)

What’s 12 x 11? Um, Let Me Google That

 

What’s 12 x 11? Um, Let Me Google That

  • My classroom experience proves otherwise. Once students have memorized a given set of vocabulary and grammar rules, they are able to apply their knowledge to more difficult concepts and activities. Having the fundamentals at the ready gives them both skill and confidence, two attributes that make learning effective and enjoyable. If they skipped the memory work on the grounds that the information can easily be found online, they would drown in a sea of URLs as they struggled to find the basic information necessary to answer the deeper questions.
  • I shudder at what might have happened to the Apollo 13 flight crew if its NASA team had to spend precious minutes looking up multiplication tables, or what will happen if our government’s national-security advisers needed to consult Wikipedia to shape their foreign policy decisions.
  • But once John Dewey’s educational theories were adopted in public schools beginning in the 1940s, they fell out of vogue, ridiculed and rejected by education professionals across the country as detrimental to learning. In schools of education such techniques are derisively labeled “drill and kill” and “chalk and talk.” Instead, these experts preach “child-centered” learning activities that make the teacher the “facilitator” in education, which is understood as a natural process of self-discovery.
  • Of course, all good teachers want their students to acquire not just basic knowledge, but a deeper, conceptual understanding that is manifested through critical thinking and analysis—skills that educational fads and initiatives rightly extol. But such thinking is impossible without first acquiring rock-solid knowledge of the foundational elements upon which the pyramid of cognition rests.