discovery learning = immersion

Barry (pdf file) left this passage from Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching by Paul A. Kirschner, John Sweller, Richard E. Clark (pdf file):

Despite this clear distinction between learning a discipline and practicing a discipline, many curriculum developers, educational technologists and educators seem to confuse the teaching of a discipline as inquiry (i.e., a curricular emphasis on the research processes within a science) with the teaching of the discipline by inquiry (i.e., using the research process of the discipline as a pedagogy or for learning. The basis of this confusion may lie in what Hurd (1969) called the rationale of the scientist, which holds that a course of instruction in science should be a mirror image of a science discipline, with regard to both its conceptual structure and its patterns of inquiry. The theories and methods of modern science should be reflected


in the classroom. In teaching a science, classroom operations should be a mirror image of a science discipline, with regard to both its conceptual structure and its patterns of inquiry. The theories and methods of modern science should be reflected in the classroom. In teaching a science, classroom operations should be in harmony with its investigatory processes and supportive of the conceptual, the intuitive, and the theoretical structure of its knowledge. (p. 16)


This rationale assumes

that the attainment of certain attitudes, the fostering of interest in science, the acquisition of laboratory skills, the learning of scientific knowledge, and the understanding of the nature of science were all to be approached through the methodology of science, which was, in general, seen in inductive terms. (Hodson, 1988, p. 22) "

EDUCATIONAL PSYCHOLOGIST, 41(2), 75–86

And, from Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries (pdf file):

For several decades, educational psychology has been dominated by the view that direct explicit instruction is inferior to various combinations of discovery learning or “immersion” in the procedures of a discipline. This view was both attractive and plausible on the grounds that the bulk of what we learn outside of educational institutions is learned either by discovery or immersion.

Sweller, Kirschner, ClarkEDUCATIONAL PSYCHOLOGIST, 42(2), 115–121

note: decades

imitation of life

redkudu:

"We teach children to mimic the behaviors of good readers without the conditions (background knowledge) that make those behaviors work."

It always amazes me how this blog seems to reflect conversations I'm having with a good friend of mine who is also a teacher. We talk non-stop about education. Just two days ago we were talking about this, which seems especially prevalent in high school remedial reading courses. Since these kids are perceived to be able to "read" (that is, say out loud the collection of letters on the page), the idea seems to be that they just aren't concentrating hard enough - or as mentioned mimicking the behavior of good readers well enough - and teaching them that should take care of the problem.

palisadesk:

As for "Best Practices," I've often thought it was a very Orwellian phrase, and could go right up there with:

WAR IS PEACE
FREEDOM IS SLAVERY
WORST PRACTICES ARE BEST PRACTICES

A teacher from Australia shared a refreshingly honest "standard" for First grade reading there:

"engages in reading-like behavior"

Well, if it is "reading-like" it is, by definition, not reading, just as "catlike movements" are movements of some animal other than a cat.

And here's Robert Pondiscio:

I may have to start calling our reliance on “reading strategies” instruction “Cargo Cult Reading.” Its entire point is to teach children “what good readers do” and the habits of mind that are reflexive to able readers. It’s the exactly the same thing–you teach kids to mimic the behaviors that lead to comprehension–but without the background knowledge that actually makes it possible. Indeed, a staple of strategy instruction is to teach children that good readers ”activate their prior knowledge to create mental images, ask questions, and make inferences.” How exactly does that work in the absence of prior knowledge to activate?

Imitation of Life, by the way, is one of Douglas Sirk's great films. I must have watched it a dozen times in graduate school.

Allison on Cargo Cult education
Vicky S on developmentally inappropriate education

developmentally inappropriate

Vicky S emailed me a wonderful summary of a core issue in public schools, one I haven't managed to put into words but have been thinking about for quite a while now.

She was responding to another email I'd forwarded from a friend whose son will be attending Hogwarts in the fall, re: clarity of summer assignments at Hogwarts vs our public schools:

[The Hogwarts summer assignment] list confirms 1000% that this is the school for E. and that public schools don't know what they are doing. When I would look at the work that my kids were given, from K - now, I would have NO IDEA myself what the teachers were asking for. And if I can't understand, I don't know how the kids are supposed to understand. I feel like taking the Summer Assignment list to my meeting with [the school] and just laying it down and showing them what CLEAR is. All of E's "needs break down of directions" and "chunking material" that's on his 504 plan is done on the Hogwarts Summer Assignment list without any "504 accommodation."

I had exactly the same experience myself last summer, contemplating C's summer assignment list from Hogwarts.

For instance, one part of the summer assignment for The Odyssey was the following:

Based on your reading of books 1-12 of the Odyssey, answer each of the following questions in essay form. Each answer must be no less than fifty words and no more than seventy-five words. Combine all three essays on one page in New Times Roman, 12 point, single-spaced format. Staple your page of answers to the Odyssey identification page you are submitting in September.

1. Show three ways in which the challenges Telemachus meets in establishing his male identity are similar to the challenges certain students entering Hogwarts as freshmen meet in establishing their male identity. [have I mentioned lately that Hogwarts is highly boy-friendly?]

2. What do you consider the three most admirable qualities of Odysseus and why are they still needed today?

3. The Odyssey is filled with interesting female characters. Tell who is the most interesting female character and tell what are her three most admirable qualities.

I still remember, vividly, the feeling of relief that washed over me as I read this assignment.

It was clear.

It was simple.

It was direct.

It was doable by my son.

Freedom.


Here is Vicky S:

This brings up something that's been rattling around in my head. Seems like in so many realms, the schools have completely lost track of developmentally appropriate strategies. They are applying a very simple model. Whatever they are striving for, they try to accelerate. Doesn't work that way.

Examples:

How to develop expertise:
Schools--put the kids in undefined environments and encourage them to think and act like experts.
In reality--provide kids (people) opportunities for knowledge acquisition, then synthesis and opportunities to apply their knowledge, over lengthy time periods (years), with the happy outcome of creating an expert (at the end).

How to make sure kids learn algebra:
Schools--teach algebra at earlier and earlier ages
In reality--teach basic math better, prior to teaching algebra

How to teach kids to handle long term/multiple projects:
Schools--give them long term/multiple projects at earlier and earlier ages. If this does not seem to work, go even earlier.
In reality--start with small nightly homework, several years of assignment books, parsed out assignments, frequent check-ins, short projects one at a time.

This is true in other areas too--

How to produce confident independent child:
Wrong--force child into independence early, cry it out, tough it out, figure it out
Right--meet child's many needs with constant love, attention, affection; kill boogey men; kiss away tears.

The general principle that I'm trying to articulate is that if you want to achieve a certain goal, you don't do it by prematurely acting as if you've achieved the goal. You don't do Z at an earlier age to achieve Z at a later age. You do X and Y at the earlier ages, which then allow you to move forward and achieve Z. The "X" and the "Y" are what developmentally appropriate education is all about.

Absolutely.