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The NCTM has embodied the principles of constructivism, embedded them in their standards, and the textbooks that grew out of them (thanks to NSF funding) force classrooms to adhere to the constructivist non-think ethic whether they like it or not.This reminds me of the description of UK writing instruction I keep coming back to:
[Judith] Koren describes how two British women she knows became effective essayists and speakers. “Each week, they’d had homework exercises like this: While preserving every essential point, reduce a 100-word essay to 50 words, then to 20, then to 10. Reduce 500 words to 50, 1,000 words to 100. Week after week, year after year....
(appeared in American Enterprise Magazine)
I love this from Woodrow Wilson, too:
If I am to speak for ten minutes, I need a week for preparation. If fifteen minutes, three days; if half an hour, two days; if an hour, I am ready now.
2 comments:
This reminds me of the advice parents of autistic kids always get about "embedding" ABA principles in IEPs.
By law, parents can't specify a pedagogy or curriculum.
Parents can only specify goals.
So if you want your child taught via ABA you have to write goals that can only be achieved via ABA.
You know, goals like "Student will touch blue to 80% mastery."
Jimmy spent a HUGE amount of time Touching Blue - or, more accurately, not Touching Blue.
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