The future of education

This post summarizes a more detailed series of posts at my blog – go here to see the first of five on this subject.

It’s the start of a new year, a time for considering the future and making plans accordingly. For those of us who work with the public education system in one way or another, it might be helpful to reflect on how the system might change over the next several years so we’re ready for it.

Consider how the following major trends are going to shape public education in the future:

More kids, different kids

• According to NCES, “school enrollment is projected to set new records every year from 2006 until at least 2014, the last year for which NCES has projected school enrollment.” We’re currently at 55.1 million, and will creep up to a projected 56.7 million in 2014.
• In the year 2000, whites made up 69.9% of the total US population, with all other groups comprising 30.1%. We are on a track towards an even split by the year 2050, with whites comprising 50.1% of the population, and all other groups making up 49.9% (see here). Due to fertility rates, diversification is happening more quickly in the schools: by 2020 approximately 40% of school-aged children will be from minority groups, and by 2025 we can expect to see that the child population will comprise 15.8% blacks, 23.6% Hispanics, 1.1% American Indian/Native Alaskans, 6.9% Asian/Pacific Islanders, and 52.6% whites.
• In addition to racial/ethnic diversity, it is reasonable to assume that the special education population will continue to grow, given that it has seen steady growth from 8.3% in 1976/77 to today’s 13.7% (see here).

NCLB

• While the particulars of No Child Left Behind may change somewhat during the reauthorization process, the fundamental concepts on which it is built – equity (educating every child) and accountability – are here to stay for the foreseeable future. Advancing these two concepts in tandem, by requiring that achievement reports include disaggregated data (so we can track the performance of each subgroup), means that we can’t mask or hide our progress.
• It’s a major change because, while we’ve always talked about the importance of educating every child, we haven’t really done it. The gap between different student groups has been with us for decades, and has not changed significantly for quite some time. Another indication of our lip service in this area is the difference in dropout rates by race/ethnicity, with recent calculations indicating that 75% of white students graduate high school, but only 50% of African-American and 53% of Hispanic students do so.

School Finance

• Average per-student expenditures have increased dramatically in the past 40 years, from $3400 in 1965 to $8745 in 2001 (in constant dollars). This almost certainly cannot continue.
• In the short term, revenues will be pressed by the subprime mortgage crisis: state and local education funding is fueled in part by property taxes, and some experts predict a 15% peak-to-trough adjustment in home prices in the near term. Twenty states are already having to revise their 2008 budgets as a result.
• In the long term, we’re about to see a record number of people moving into retirement age: in 2000, we had 35.1 million people ages 65+, or 12.4% of the population; in 2050, we’ll have 86.7 million in that age group, or 20.6% of the population. These are people who were formerly paying into the system (income taxes), and are now going to be pulling out (in services). And this powerful voting group is less likely to support education funding.
• The rise in retirement will fuel an increase in the costs of Medicaid to the states, which shoulder approximately 43% of the cost of this program. Medicaid currently accounts for 22% of state spending (up from 8% in 1985), and recently surpassed K-12 education as the most expensive item on state ledgers. And it’s growing at 6% annually, twice the rate of inflation.
• While revenues are about to be pressed, expenditures are set to grow significantly. Education is a manpower-intensive business, with 6 million employees currently in the system. First, consider that states have not set aside enough money to cover the retirement benefits of employees (current retirement programs are underfunded by $731 billion). Then consider the rising cost of health insurance, coupled by the fact that many teachers receive full coverage not only for themselves, but for spouses and children as well. As one administrator said, the rising cost of health insurance “is the single most important issue facing districts nationwide."

What does all this mean? It means we’re going to have more kids than we’ve ever had before, and that the population will increasingly be made up of the kids we haven’t done a great job with in the past. We’re making a commitment to teach them all, and have a system in place to see whether we’re actually doing that, so it’s going to be a lot tougher to gloss over any shortcomings. And this is all happening at a time when budgets will either stagnate or even shrink due to major economic forces.

Thoughts?

the misbehavior of organisms

Do yourself a favor and start your year by reading Keller & Marian Breland's The Misbehavior of Organisms.

There seems to be a continuing realization by psychologists that perhaps the white rat cannot reveal everything there is to know about behavior... However, psychologists as a whole do not seem to be heeding these admonitions....

Perhaps this reluctance is due in part to some dark precognition of what they might find in such investigations, for the ethologists Lorenz (1950, p. 233) and Tinbergen (1951, p. 6) have warned that if psychologists are to understand and predict the behavior of organisms, it is essential that they become thoroughly familiar with the instinctive behavior patterns of each new species they essay to study. Of course, the Watsonian or neobehavioristically oriented experimenter is apt to consider "instinct" an ugly word. He tends to class it with Hebb's (1960) other "seditious notions" which were discarded in the behavioristic revolution, and he may have some premonition that he will encounter this bete noir in extending the range of species and situations studied.

We can assure him that his apprehensions are well grounded.

What I need now are Marian Breland Bailey's thoughts on the instinctive behavior patterns of 13-year old boys.

academic motivation

Good observations and resources from Liz & palisdesk in the comments thread.

I'm thinking about motivation this year for a couple of reasons. The first has to do with my determination to:

a) commit every last word of Karen Pryor's Don't Shoot the Dog to memory

and

b) apply it

and

c) do same with David L. Watson's Self-Directed Behavior.

Looks like I'll also have to spend time slogging through the 2nd edition of John Cooper's Applied Behavior Analysis thanks to last week's Barnes and Noble Promotional Gift Card snafu.^*

My second reason has to do with the question: how does one convince a teenager that staying in school is a good idea?

I don't know the answer to that. I don't even know where to begin.

............................

^* sauve qui peut alert: B&N Promotional Gift Cards do not cover textbooks, & customer service reps are apparently unable to cancel as yet unplaced orders for textbooks. Promotional Christmas Gift Cards are a risky proposition, I conclude. On the other hand, my efforts to spend this season's $50 Garnet Hill Promotional Gift Card without purchasing a $100-item at full price sans Promotional Discount seem to have met with success. So that's something.

An ode to progressive education.

Who can compete with all that fun as educators prepare the young for their world? See the kiddies happily dancing into the world of tomorrow.



Meet Kilpatrick, Bagley (a critic of progressive education) and Dewey himself. I think this video is from the 40s.

1 is the loneliest number

Just got this from Liz Ditz:

How parents with issues are viewed by schools

1 parent with an issue = A nutjob
2 parents with the same issue = A nutjob and a friend
3 parents with the same issue = A trio of troublemakers
5 parents with the same issue = “Let’s have a meeting”
10 parents with the same issue = “We’d better listen”
25 parents with the same issue = “Our dear friends”
50 parents with the same issue = A powerful organization

Based in personal experience I agree with this list up to the number 5. After that my modification would run something like:

10 parents with the same issue = “Let's have another meeting”
25 parents with the same issue = “Let's take a survey”
50 parents with the same issue = "Let's have a Community Conversation"

ktm1 - wit and wisdom

instructivist just reminded me of the old Wit and Wisdom page.

It's great.

bigger & better

Lots of cool brain stuff at New Scientist.

Maybe I'll just forget the Book Club and spend my time hanging out on the web doing exercises intended to increase my working memory. (Sorry - I didn't write down the source that put me onto those two sites, but I remember it being serious.)

UNTIL recently, a person's IQ - a measure of all kinds of mental problem-solving abilities, including spatial skills, memory and verbal reasoning - was thought to be a fixed commodity largely determined by genetics. But recent hints suggest that a very basic brain function called working memory might underlie our general intelligence, opening up the intriguing possibility that if you improve your working memory, you could boost your IQ too.
Working memory is the brain's short-term information storage system. It's a workbench for solving mental problems. For example if you calculate 73 - 6 + 7, your working memory will store the intermediate steps necessary to work out the answer. And the amount of information that the working memory can hold is strongly related to general intelligence.
A team led by Torkel Klingberg at the Karolinska Institute in Stockholm, Sweden, has found signs that the neural systems that underlie working memory may grow in response to training. Using functional magnetic resonance imaging (fMRI) brain scans, they measured the brain activity of adults before and after a working-memory training programme, which involved tasks such as memorising the positions of a series of dots on a grid. After five weeks of training, their brain activity had increased in the regions associated with this type of memory (Nature Neuroscience, vol 7, p 75).
Perhaps more significantly, when the group studied children who had completed these types of mental workouts, they saw improvement in a range of cognitive abilities not related to the training, and a leap in IQ test scores of 8 per cent (Journal of the American Academy of Child and Adolescent Psychiatry, vol 44, p 177). It's early days yet, but Klingberg thinks working-memory training could be a key to unlocking brain power. "Genetics determines a lot and so does the early gestation period," he says. "On top of that, there is a few per cent - we don't know how much - that can be improved by training."

As far as I can tell, the idea that working memory is highly related to IQ is solid and not likely to be significantly revised any time soon. I have the impression that, for awhile there, neuroscientists were thinking that IQ might actually be working memory, but that hypothesis seems to have been abandoned.

a heroine I didn't know I had

Marian Breland Bailey: many lives

Many of you here will recall Marian as the alert, white-haired lady who was a fixture in the audience of SQAB talks. She was still at it last year, sitting near the front and listening intently to the speaker, with none of the zoning out or dozing off that characterizes many academics over 50. At the end of a talk, she frequently raised her hand, and proceeded to ask a question or share a bit of information. The questions were always relevant, never creampuffs, and the information mostly “dead on,” obviously drawn from a lifetime of working with animals. If the speaker was fortunate, she offered both questions and information.

I experienced Marian’s audience input first hand at a talk about misbehavior in the late 1970s. After reviewing examples (most drawn from the American Psychologist article by Marian and Keller Breland), I suggested that misbehavior consisted of preorganized species-typical foraging responses triggered by a cue with niche-related characteristics that predicted a delayed reward. Ten minutes from the end of the talk, I was supporting this view by pointing out that misbehavior typically involved appetitive rather than consummatory responses when, suddenly, Marian stood up and politely took charge. “I’m Marian Breland Bailey,” she said. “I like what you are saying, but we (she gestured toward Bob Bailey seated beside her) have to go to another talk. I want you to know, though, that consummatory responses show misbehavior. Animals often eat props paired with food. I’ve seen a dolphin swallow an inner tube, and turkeys eat the quarters we trained them to deposit. After they died you could find the coins ground smooth in their gizzards.” With that, she and Bob exited, leaving me to finish the talk on my own.

Later that day at a social hour, Marian introduced me to Bob, and suggested that I look at the book on Animal Behavior she and Keller had written in the early 1960s. I checked it out when I got home, and like everything else Marian was involved with, the book proved to be both groundbreaking and informative. I’d like to share two quotes from it here, saving a few others for later.

The first is a Konrad Lorenz like comment on the behavior of ducks and chickens, expressed in plain-spoken American:

Young ducks and chickens ... do not care to be handled, and will get away if they can. In their society, friends are not grabbers. (Animal Behavior, p. 64)

The second is a warning about the pitfalls of focusing on methodology:

The psychologist who thinks that psychology has reached the end point of its development and that all there is left now is to work out the details with the endless proliferation of experiments under different schedules of reinforcement, schedules of deprivation, and the like, will miss the diversity and richness of animal and human behavior. (Animal Behavior, p. 116)

[snip]

Marian Kruse, as she was known in 1938, began her career in behavior working with B.F. Skinner shortly after he joined the faculty at the University of Minnesota.

[snip]

In his experimental work at Harvard, Dr. Skinner focused on constructing and tuning apparatus and procedures to facilitate the emergence and control of the operant lever press. He continued this apparatus-based approach at Minnesota, but, at the same time, he began to attend to developing various operants in less constrained circumstances. One resultant change was an emerging recognition of the possibilities of shaping—the rewarding of successively closer approximations to a target operant. The concept of shaping was the topic of a photographic essay in Life magazine... In the apartment of a friend, Skinner demonstrated the shaping of an operant by rewarding the dog accompanying the photographer for successively higher leaps against a wall. The wall was marked with horizontal lines at increasing heights to make the changing response criteria clear. Given successively more challenging heights to obtain food, the dog rapidly went from not jumping at all to leaping high against the wall.

The emphasis on shaping was accompanied by a second development, the use of an easily controlled secondary reinforcing signal to reward each successive approximation to the operant. A secondary reinforcer (eventually often a hand-held “clicker”) was established by pairing it with food; then it was used to shape the animal’s behavior by presenting it after an appropriate response. The clicker had advantages over presenting a food hopper in that it was portable (no electrical power or relay racks needed), and it could be applied without interrupting responding by the delivery of food.

[snip]

Marian and Keller Breland soon saw that the implementation of shaping using bridging (as they called the use of clickers) could be used to train animals for many purposes, including commercial ones. In 1943, against the advice of many friends and colleagues (including Dr. Skinner who argued reasonably that they should stay in school and finish their degrees) they left Skinner’s lab for a small farm in Mound, Minnesota. Founding a two-person company called ABE, they began to explore the possibilities of shaping and bridging using a variety of rewards and species. Not only were they successful at developing new behavior, they set a precedent for their enterprise by investing in research before trying to sell a product. Their favorite species, because of availability, tractability, and potential immediate payoff; was chickens, but they were never shy about trying other animals, such as sheep, goats, cattle, horses, geese, swans, rabbits, ducks, etc., over 140 species in all.

Like most beginning business, the critical goal of ABE was to put food on the table; so after being satisfied with the success of their techniques, Keller began selling corporations the idea of using trained animals in advertisements, especially in the form of a traveling animal show advertising a company’s products. By 1951 they had written a general training manual for working with animals, formed multiple touring shows, officially launched the area of Applied Animal Psychology in an article in the American Psychologist, and moved to larger and warmer quarters in Hot Springs Arkansas.

Regrettably, Keller died in 1965, but ABE continued to prosper under Marian’s direction, accumulating a group of talented people interested in commercial applications, ranging from Grant Evans to Kent Burgess and Robert Bailey, eventually a staff of 43. Marian and Bob Bailey consolidated the enterprise by marrying in 1976. ABE branched out to television commercials in 1954 and began providing small theme parks with prepackaged animal shows. For example, they had a stable of raccoons that played basketball and pianos, and hunted for eggs or crawfish. They also influenced the development of large-scale popular shows using subjects from marine mammals to parrots, and spent considerable time doing government funded research on potential applications of behavioral control. They advised public figures and groups ranging from Marlon Perkins to Walt Disney. Though persistence was their trademark, they finally gave up trying to encourage zoos to use training techniques to facilitate husbandry in captive animals. Their ideas in this case were nearly half a century too early.

[snip]

Marian integrated teaching with family life in Hot Springs Arkansas, serving as a Girl Scout Leader for 9 years and President of the local PTA. She gave her time to many organizations and committees concerned with mental retardation and autism. In the early 1960s Marian wrote one of the earliest manuals instructing ward attendants how to teach the developmentally disabled. She continued as president of ABE and lead scientist on many government projects, and, as though that weren’t enough, she returned to graduate school, earning her Ph.D. in 1978. She soon began teaching at Henderson State College, rising to full professor before retiring at the age of 78, some 20 years later. In 1996 Marian began a new teaching career with Bob Bailey offering small classes in animal training to professional trainers. They got their show on the road, pulling a trailer loaded with equipment and chickens across large portions of the United States and into Canada. the word out by taking their show on the road, pulling a trailer loaded with equipment and chickens across large portions of the United States and into Canada.

[snip]


Marian Breland Bailey was a wonderful combination of vision, perseverance, caring, independence, innovation, and brains; a leading scientist and practitioner, a mother, trainer, teacher, administrator, and a community and business leader. I see her philosophical stance as a positive and pragmatic iconoclast. She saw what was missing and proceeded to do something about it. She was not deterred by much of anything, except the possibility that people might give her more credit than she felt she deserved.

In speaking of her work with Keller Breland, she mentioned:

I would ... like to emphasize that Mr. Breland was always the principal author; his were the ideas, the creative spark, and the bulk of the substantive portion of the writing. I have been the journalist, organizer, rewrite editor, and author of narration and expository prose. Another way of putting it might be to say that he was the architect of the dreams and I the engineer. (Animal Behavior, p. ix)

She was one of the pioneers and until two months ago I had never heard of her.

I'm filing this under "Book Club."


The Misbehavior of Organisms
Marian Breland Bailey: many lives (pdf file)
book club
a heroine I didn't know I had

extra help

C. has completed all but one of his make-up math homework assignments & was in the midst of doing the "POW" (From 1994 through 1997, the cost per mile of owning and operating a car increased by 2.2 cents per year, etc.) when a kid in his class called for help.

A gratifying moment. Possibly a milestone!

I could hear the boy on the other end jabbering away, firing off one question after another. Chris' answers were precise and correct. (I think.)

The other boy didn't sound convinced.

"Are you sure that's right?"

"Yeah, that's the answer."

"Are you sure that's right?"

"That's the answer I got."

"Are you sure that's right?" The kid seemed to be needing a lot of reassurance.

Finally C. said, "It's right, my mom checked it," and I thought yikes. The blind leading the blind.

When he hung up, C. said "That was fun, getting called for help with math." I agreed that it was, and after we'd basked in glory for a bit I said, "Why did he call you?"

"He said he tried everyone else and no one was answering their phone."


Happy New Year!

time travel

I have spent most of today thinking tomorrow was New Year's Eve.

It's not.

New Year's Eve is today.

Which means the brisket should have gone into the oven quite some time ago.

Maybe we'll just skip the food and go straight to the champagne.

white paper lollapalooza

For awhile there, after it became impossible for C. to share a room with Andrew, C. was sleeping on the floor of my office.^{i, ii} This arrangement led to a new bedtime ritual: each night, after Ed read C. a story, the two of them would make a bet on how many files would be open on my (Mac) Desktop. I think the count once topped out in the 50s.

(Opening up way too many files is one of the behaviors I may be attempting to correct in the New Year. see: Book Club)

My point is: I am supposed to be writing a chapter on pigs.

Which means my Next Action is finding all my stuff about pigs, and that means my First Next Action is drilling down through the open documents on my computer screen to find all my stuff on pigs.

That's what I was doing when I found this passage in a 2006 Brookings report:

Although the 2006 edition of the CWI [Child and Youth Well-Being Index] indicates that overall well-being increased somewhat in 2005, once again children’s performance in the education domain was flat. This outcome for 2005 continues a trend that has now lasted for three decades. The lack of significant improvement in educational achievement is especially remarkable because national, state, and local policy has focused on improved educational performance almost continuously since the launch of Sputnik in 1957. The nation has been alerted to achievement problems by a host of national reports, and per-pupil spending has more than doubled since 1970. Moreover, schools have undergone wave after wave of educational reform. Yet the student achievement flatline persists. To make matters worse, the gap in performance between poor and minority students on the one hand and middle class students on the other, has narrowed only slightly and is still very large.

Sauve qui peut.


ⁱ He was sleeping on the floor because the room was too small to hold a desk and a bed at the same time.

ⁱⁱ An example of the difficulty of "breaking set." It took months for us to figure out that C. should keep the large-ish bedroom the two of them had shared, Andrew should move into my tiny office (I think -- don't know -- autistic kids sometimes fair better in smaller spaces), and I should set up shop downstairs in the dining room. Of course once we'd made the cognitive shift from "dining room" to "home office," the solution seemed obvious.

the tennis ball problem

A tennis ball can with radius r holds a certain number of tennis balls also with the same radius. The amount of space in the tennis ball can that is not occupied by the tennis balls equals at most the volume of one tennis ball. How many tennis balls does the can hold?

Barry sent me this problem months ago & I've been avoiding it because geometry scares me.

I finally shamed myself into attempting it just now & got an answer of 2. Unfortunately, I typed up my solution, loaded it to flickr, but flickr is on the blink so I can't post.

I solved it (assuming I did solve it) algebraically, then resorted to "logic and reasoning" to check.

Unfortunately, I'm confused by logic and reasoning at the moment.

I was thinking that because a sphere is 2/3 of a cylinder of same radius, with each ball you put inside a same-radius cylinder you end up with 1/3 of a ball's worth of empty space....which now implies to me that the answer should be 3 balls, not 2.

sigh


update (1):

I'm mixing things up

The 1/3 that's left over isn't 1/3 of a tennis ball. It's 1/3 of a cylinder with the same radius as the tennis ball.

I better forget the logic and reasoning & stick to algebra.

Assuming I didn't screw up the algebra, that is.


update (2):

OK, so in between dealing with screaming autistic youths, loading the dishwasher, & microwaving a taco for Jimmy, I realized that I don't need to know "how much of a tennis ball-sized volume is left over."

I just need to know how much empty volume is left over, period, then figure out how many multiples of that empty space add up to the volume of 1 tennis ball.

volume of tennis ball with radius r: 4/3πr^3
height of cylinder that fits just one tennis ball: 2r
volume of cylinder w/height of 2r: πr^2h = 2πr^3

vol. of cylinder - vol. of 1 tennis ball = vol. of empty space

2πr^3 - 4/3πr^3 = 2/3πr^3 empty space left over when 1 tennis ball is in cylinder

2 tennis balls leaves 2 empty spaces, each 2/3πr^3 in volume:

2/3πr^3 + 2/3πr^3 = 4/3πr^3, which is the volume of 1 tennis ball

so: 2 tennis balls

update (3):

Barry says the problem comes from Dolciani's Algebra 2! (I include the exclamation point because I'm happy to discover I am able to solve a problem from that book. cool.)

original wording:

A tennis ball can in the shape of a cylinder with a flat top and bottom of the same radius as the tennis balls is designed so that the space inside the can that is NOT occupied by the balls has volume at most equal to the volume of one ball. What is the largest nubmer of balls the can will contain?

wild goose chases

Found the quote -- it's from what is apparently a classic book on Mathematical Problem Solving by Alan Schoenfeld.

The Wild Goose Chase in Problem Solving

When solving standard mathematics problems, students normally recall and apply learned procedures in a straightforward way. However, if the problem is unfamiliar, some students simply pick a method and keep persistently on the same track for a long time without getting anywhere. Schoenfeld (1987) described this behaviour as chasing the wild mathematical goose.

That's not the meaning I remember.

I probably got it wrong.

knock on wood
true confession
wild goose chase

true confession

I found the wild-goose-chase problem, the one that took me many steps not to do while C. solved it at once using "logic and reasoning."

Find the value of r so the line that passes through each pair of points has the given slope.

44. (-2, 7), (r, 3), m = 4/3 ^*

C.'s solution:
7 - 3 = 4/3 (-2 - r)
4 = (-8 - 4r)/3
12 = -8 - 4r
20 = -4r
r = -5

My non-solution:
y = 4/3x + b
7 = 4/3(-2) + b
7 = -8/3 + b
21/3 + 8/3 = b
29/3 = b

I seem simply to have stopped at this point. I don't know why. Looking at my solution page now is a bit like examining a single-vehicle accident scene trying to determine how the driver flipped his car twice in broad daylight & nice weather.

Alternatively, I didn't stop with 29/3 = b (I remember having done more steps) but the rest of my perambulations are recorded on some other piece of paper, not this one.

We'll never know.

knock on wood
true confession
wild goose chase


^* source: Glencoe Algebra, p. 261

Elmore on the politics of education reform

"Hence the knowledge that is enacted in curriculum and pedagogy becomes a
byproduct of the political incentives that operate on teachers-discrete bits of information, emphasis on coverage rather than depth, diffuse and hard-to-understand expectations for student learning, little convergence between the hard day-to-day decisions about what to teach and the largely content-free tests used to assess student performance, and a view of pedagogy as a function of the personal tastes and aptitudes of teachers rather than as a function of external professional norms. Students who do well in such a system recognize that they are being judged largely on their command of the rules of the game, which reward aptitude rather than sustained effort in the pursuit of clear expectations. All systems have a code; the job of the student is to break it. Some do, some don't."

Richard Elmore
The Politics of Education Reform

knock on wood

C. is having a good math year.

I've hesitated to say so; I think all of us, the teacher included, are wondering whether this is real. But I think we're past the point at which it makes sense to wonder whether this is a fluke.

The year started badly - dreadfully, in fact - with a D- on the first test.

Things picked up a bit when I pitched in with multiple-houred sessions of parent reteaching, but I figured I was looking at another school year of emergency preteaching, reteaching, and all the rest of the fol de rol.

I wasn't.

Those days are behind us (knock on wood!) I don't preteach, I do very little reteaching, and -- this is the interesting part -- when I do need to reteach, C. picks up the concept rapidly.

This vacation I'm doing a fair amount of reteaching because C. missed 4 days of the last 9 full days of school. He could go in for Extra Help and ask his teacher to reteach the material, but since I want him to return to school after break having completed all 4 of the missed homework assignments, I also need to teach the lessons. In other words, this is something I want to do, not something I absolutely have to do.

Going into the break, I was a bit worried. I had found the homework assignments challenging myself. Somehow the point-slope formula was mixing me up, and I'd never done a word problem involving linear functions.

So I had a time of it figuring the concepts out myself. How was C going to handle it?

He handled it fine.

Yesterday he correctly and efficiently did a point-slope problem I had hosed entirely, then explained his success by saying, "I used logic and reasoning."

Yeah, well, I used logic and reason, too, but I went on a wild goose chase instead of seeing the simple and should-have-been obvious solution. ^* C. looked at the problem and saw the solution immediately.

C. also missed the classroom lesson on finding the equation of a line parallel to another line. That seemed like a fairly big concept to me.

No problem. He instantly saw that a parallel line would have to have the same slope in order to be parallel -- and that it would have to have a different y-intercept if it wasn't going to be the same line. Looking at a line on the coordinate plane while thinking all this over, he had one of his "Oh, yeah" moments. After that he knew how to find the equation without further instruction.

We owe all of this to C's teachers. He has two math teachers this year because 8th graders have "Math Lab" 3 days a week. Both are terrific as far as I can tell. They're also experienced. The main teacher has been at the school for close to 10 years (I think); I'm not sure how long the other teacher has been here but I do know that he taught in NYC schools prior to coming to Irvington. He may also be in the 10-year category or close to.

They've done a fantastic job.


Math A archived exams
Math A Regents prep

knock on wood
true confession
wild goose chase


^* A few years back I read a study that distinguished between great math students and OK math students that I probably can't find again. The difference between the two groups was that the great students produced efficient and elegant solutions while the OK math students went on wild goose chases. They'd solve the problem, but it wasn't pretty.

Mmm... Tasty Brains...

Just what we've been searching for - a scientific explanation for all of the recipe posts at KTM: cooking may have been a significant driver of human evolution. On the other hand, this theory seems only to deepen the mystery of how some tribes managed to flourish without ever having learned to cook.

I tend to think of the advent of cooking as having a huge impact on the quality of the diet. In fact, I can't think of any increase in the quality of diet in the history of life that is bigger. And repeatedly we have evidence in biology of increases in dietary quality affecting bodies. The food was softer, easier to eat, with a higher density of calories—so this led to smaller guts, and, since the food was providing more energy, we see more evidence of energy use by the body. There's only one time it could have happened on that basis; that is, with the evolution of Homo erectus somewhere between 1.6 [million] and 1.8 million years ago. [/SNIP]

...Homo erectus is the species that has the biggest drop in tooth size in human evolution, from the previous species, which in that case was Homo habilis. There wasn't any drop in tooth size as large as that at any later point in human evolution. We don't know exactly about the gut, but the normal argument is that if you reconstruct the ribs, you have reduced flaring of the ribs. Up until this point you have ribs that went out to apparently hold a big belly, which is what chimps and gorillas are like, and then at this point [when Homo erectus arose] the ribs go flat, meaning you've got now a flatter belly and, therefore, smaller guts. And then you have more energy being used; people interpret the locomotor skeleton as meaning that the distances traveled every day are much farther. And the brain has one of its larger rises in size.

*I originally intended to title this post with a pithy reference to Brillat-Savarin, but George Romero is really much more my style.

Jeanne d'Arc

We went to a party on the Jeanne d'Arc helicopter carrier last night.

Men in uniform.

Woo hoo!

today's factoid 2

...somewhere between 97 and 98 percent of American voters have never looked at a blog in their lives...
source:
Foggy Bloggum by David Frum

Does that make us outliers?

in Pakistan

John Moore, photographer, describes the day.

I'm going to show this to C.

Siouxsie and the Banshees - Il Est Né le Divin Enfant

I'd never heard of Siouxsie, but I like this version....

Il est né le divin enfant

Benazir Bhutto, rip

Here's Hitchens:

The sternest critic of Benazir Bhutto would not have been able to deny that she possessed an extraordinary degree of physical courage.

long division in the time of computers

"with apologies to Gabriel Garcia Marquez" (pdf file)

"When we assert that “this is the factorization of a number into primes,” the Fundamental Theorem of Arithmetic is lurking in the background."

One of these days I will be a person who knows what that means.

[pause]

Well, I have now skimmed the entire pdf file and I have no idea what it's talking about, or what the author's views on the place of long division in the curriculum is or is not.

So that was enlightening.


the long version (pdf file)

from anonymous...

Thanks for reminding me why we homeschool.


chuckle

edu-jargon

EDUCATIONAL JARGON GENERATOR

I'm very amused by this.

Educational Jargon Generator.

Singapore Math v. Everyday Math -- You Be The Critic

I recently had a fantastic discussion with an administrator at my local public middle school. This person is new to the Town and school. My impression is that she is less pedagogically dogmatic than most I have met. She does not have an direct involvement with EM. In Middle School she see the pre-algebra and algebra math of 7th and 8th grade. She hears from many other teachers and administrators that EM is fantastic and wonderful and perfect for our school. However, she, and most other educators in town notice that this "wonderful" elementary math program isn't connecting well to middle school and high school. Kids aren't doing all that great on those high school courses.

The reigning wisdom has been that the problem can't be EM. It must be the middle school math program (with are traditional pre-algebra and algebra courses).

There is a failure to analyze their underlying assumptions. Nobody is willing to consider that EM might not be the best preparation for advancing in math.

But this administrator has shown an interest. I gave her my opinion on the matter at a forum a couple weeks ago and she was interested in what I had to say. I advised that she put EM and Singapore Math side by side and compare to cut through all the rhetoric. She could make up her own mind about it. I finished by saying if there was one thing I could convince this district to do, it would be to teach bar models as a means of problem solving.

She had just read an article about bar models. She wants to know more.

So here is your chance, everyone. If you had limited time available with an interested administrator, and you had 1st through 6th grade Singapore and Everyday Math at your disposal -- where would you start? What pages, links, sections would you highlight or focus on?

Chocolate Pecan Pie & Fractions

I have been baking chocolate pecan pie almost every Christmas for over 20 years. Tonight my 5th grade daughter helped me with this recipe:

CHOCOLATE PECAN PIE
1 pie shell, unbaked
Filling:
1/4 cup (1/2 stick) unsalted butter
2 ounces unsweetened chocolate
3 large eggs
1 cup sugar
3/4 cup dark corn syrup or sugar cane syrup
1/2 teaspoon pure vanilla extract
3 tablespoons bourbon or rum (optional)
1/4 teaspoon salt
1 1/2 cups pecan halves
Preheat the oven to 350 degrees F.
To make the filling: melt the butter and chocolate in a small saucepan over medium-low heat, remove from heat and let cool. Beat the eggs in a large mixing bowl until frothy and then blend in the sugar. Stir in the syrup, vanilla, bourbon, salt, and the melted butter mixture until well blended.
Arrange the pecans on the bottom of the pie crust and carefully pour the egg mixture over them. Bake until the filling is set and slightly puffed, about 45-50 minutes. Test for doneness by sticking a thin knife in the center of the pie, if it comes out pretty clean, you're good to go. Transfer the pie to rack and cool completely before cutting.

We made two pies because we’re having 15 guests for dinner on Christmas Day. My daughter instantly converted all the fractions to the quantities needed for two pies. She was faster than I was. It may not seem like such a great achievement to some, but to me it was wonderful.

Thank you, Kumon!

where does tofu come from?

Kitchen Chemistry at MIT

MIT physics lectures on the web

Walter H. G. Lewin, 71, a physics professor, has long had a cult following at M.I.T. And he has now emerged as an international Internet guru, thanks to the global classroom the institute created to spread knowledge through cyberspace.

Professor Lewin’s videotaped physics lectures, free online on the OpenCourseWare of the Massachusetts Institute of Technology, have won him devotees across the country and beyond who stuff his e-mail in-box with praise.

“Through your inspiring video lectures i have managed to see just how BEAUTIFUL Physics is, both astounding and simple,” a 17-year-old from India e-mailed recently.

Steve Boigon, 62, a florist from San Diego, wrote, “I walk with a new spring in my step and I look at life through physics-colored eyes.”

Professor Lewin delivers his lectures with the panache of Julia Child bringing French cooking to amateurs and the zany theatricality of YouTube’s greatest hits. He is part of a new generation of academic stars who hold forth in cyberspace on their college Web sites and even, without charge, on iTunes U, which went up in May on Apple’s iTunes Store.

At 71, Physics Professor is a Web Star

Or, if physics doesn't interest you, you can go audit the fancy-shmancy Yale course on death.


Chronicle of Higher Education on Yale online courses
Yale Offers Free Online Courses
Open Learning Initiative at Carnegie Mellon
MIT Open Courseware

the key to life

beautiful

show your kids

Intercepts reports that Will Smith and his wife homeschool their children.

a question most 8th graders miss

Maria has $5.00 more than Joseph. Together they have $37.50. Which of these equations would you use to find the amount of money Joseph has?

A. j + (5 x j) = $37.50

B. j + ( j ÷ 5) = $37.50

C. 5 x j = $37.50 + j

D. 2 x ( j + 5) = $37.50

E. j + j +5 = $37.50


This item ... is missed by the majority of eighth-grade students in the NWEA norm group.

The Proficiency Illusion
John Cronin, et al
October 2007

I'm going to guess C. would get this right.

We'll see.

Of course, this is a classic bar model problem in Singapore Math. Third grade level, I believe, although you don't use variables. Still, the bar model is as abstract as a letter variable, or close to.

today's factoid

How many teachers in the U.S.?

3,000,000 according to Gadfly

Direct Instruction post at Fordham

check yourself before you wreck yourself

Fordham draws the familiar analogy between scripting in medicine and scripting in education: do you want your physician to be inventing new concepts in hand-washing on the spot or do you want him to do it the way the Best Practices checklist says to do it?

What often goes unremarked in these discussions is the fact that master teachers and professors often write their own scripts. These scripts will be revised, edited, and polished over the years, but they are scripts nonetheless. Teachers of older students and professors who teach seminars write questions and create discussion structures they repeatedly use. Here, for instance, is a terrific set of videos of a professional development session in which the presenter explains how to write one's own DI questions. Again, these questions and structures are revised, edited, and polished from one semester or school year to the next, but the fact is that superb teachers and professors don't wing it. Nor do they reinvent each course from scratch each year.

Creative people use scripts.

Another point: creativity comes in many forms. There is no reason to assume that a 1st grade teacher following a script could be replaced by a robot following the same script. Here is Ken on the question of scripting: (you may have to hit refresh to bring the page up)

Inevitably, whenever Direct Instruction (DI) is discussed the subject of “scripting” is raised. One frequent objection is that the scripts stifle teacher creativity. Nothing could be further from the truth.

Before we jump in, let’s first look at some sample scripts. Here’s a sample script on Writing Fractions. Here’s one on Subtraction. And, here’s another. (pdf files)

In DI, teachers use pre-designed scripts when teaching. The scripts are based on extensive research regarding student retention, and every aspect of every script is based upon results that were demonstrated through research. The great advantage of this approach is that every teacher using the script becomes the beneficiary of that research and will probably teach much more effectively than if left to her own devices.

DI designers test the programs carefully before publishing them and each DI program is extensively revised based on specific student error data from the field test. Scripting the lessons allows sharing of these “polished stones” across teachers. Also scripting helps reduce the amount of teacher talk. Children learn by working through the sequence of tasks with carefully timed comments from the teacher. Children learn little from straight teacher talk. Too much teacher talk decreases pupil-motivation, draws out the lesson length unnecessarily, and often causes confusion by changing the focus of the tasks, disrupting the development of the larger generalization, of which a teacher the first time through is usually unaware.

Also, without guidance, teachers may use language that students do not understand or that distracts students’ attention from examples. Scripts also allow aides, parents, and other paraprofessionals to assume teaching responsibilities, resulting in increased quality instructional time.

Moreover, even though the DI programs are carefully tested and scripted, successful use of them requires training in the special techniques of delivery. Teachers must make many decisions in response to the children's performance. Some of the most important decisions involve placing each child appropriately and moving the children through the lessons at a pace that maximizes their learning potential.

Lastly, the scripted presentations do not comprise the whole lesson, and the lessons do not comprise the whole school day. There are opportunities for group and independent work. A good DI teacher also creates additional activities that allow students to make use of their learning in various situations. So, there is a great deal of teacher creativity involved in the interpretation and presentation of the script, in attending to the needs and progress of all students and in designing expansion activities.

why is scripting used in Direct Instruction?
big concepts in DI
Explicit Direct Instruction professional development videos (brief - very worthwhile)
Carol Gambill in a nutshell

seamless (w)holes

from instructivist:

[Carolyn once said that math was "a seamless whole" inside her head,...]

I don't know if this ties in with the idea of a seamless whole, but it has occurred to me that discrete skills are needed first before one can appreciate the connectedness of math. Without these concrete skills, math is more like a seamless black hole.

This became apparent to me again when teaching a group of seventh and eighth graders brought up on EM and currently using CMP who are a tabula rasa when it comes to the simplest bits of math knowledge. They can't do any operations with fractions (e.g. change mixed numbers to improper fractions let alone addition and division), can't divide decimals, don't have knowledge of even rudimentary geometry... One wonders what they have been doing for seven and eight years.

The seventh graders are currently in the CMP stretching and shrinking stage. Their homework consisted of finding the scale factor of two rectangles the width of which goes from 1.5 cm to 3 cm. So the idea was to divide 3 by 1.5 (they can't do it because they can't divide decimals). When I tried to show an alternative way of division using fractions to demonstrate the connectedness of math (seamless whole), I ran into trouble, too. They don't have the discrete skills of seeing 1.5 as 1 1/2, then changing this mixed number to 3/2 and dividing 3 by 3/2 (they absolutely can't divide fractions and moreover don't see 3 as 3/1. It would have been spectacular to make them experience with understanding that the more complicated decimal division problem 3/1.5 virtually solves itself when you divide the respective fractions (3 divided by 3/2). Invert and multiply but they have never heard of reciprocals and how they work. The 3 cancels and 2 is left standing without much ado!

So the upshot is: they use Connected Mathematics but can't see the connectedness of math because they don't have discrete skills (skills they could have learned through drill and kill but haven't). So to them, math is a seamless black hole from which not even light can escape.

This one's going in the Greatest Hits file. (on the sidebar)


wholes, not parts
top down teaching
whole math taught wholly

book club

We may need to form a book club for interested folks. I say this selfishly because I need people to help me brainstorm my way through Karen Pryor's Don't Shoot the Dog, especially now that I'm hyper-aware of how difficult it is to generalize newly-acquired knowledge.

Pryor's book is brilliant. Reading it I see that I've been barking up the wrong tree thinking cognitive science has the answers. (barking?) Cognitive science does have answers; it's a valuable and riveting field. But when it comes to education the behaviorists are way out in front. Direct Instruction, Precision Teaching, Don't Shoot the Dog -- they're so far out in front they're disappeared from view.

No wonder their work is no longer taught in ed schools. (scroll down)


life-altering factoid number 1

Chickens procrastinate.

Using either fixed or variable schedules, extremely long sequences of behavior can be trained. A baby chick can be induced to peck a button a hundred times or more for each grain of corn. For humans there are many examples of delayed gratification. One psychologist jokes that the longest schedule of unreinforced behavior in human existence is graduate school. [ed.: followed closely by middle school]

[snip]

Another phenomenon occurs on very long schedules: slow starts. The chick pecks away at a steady rate once it gets started, because each peck brings it nearer to reinforcement, but researchers have noted that a chick tends to "put off" starting for longer periods as the schedule of reinforcement gets longer.

This is sometimes called delayed start of long-duration behavior, and it's a very familiar aspect of human life. On any long task, from doing the income taxes to cleaning out the garage, one can think of endless reasons for not starting now. Writing, even sometimes just the writing of a letter, is a long-duration behavior. Once it gets started, things usually roll along fairly well, but, oh! it's so hard to make oneself sit down and begin, James Thurber found it so difficult to start an article that he sometimes fooled his wife (who was understandably anxious for him to write articles since that was how the rent got paid) by lying on a couch in his study all morning reading a book in one hand while tapping the typewriter keys at random with the other.

Don't Shoot the Dog, Revised Edition, p. 25

palisdesk on change in ed school curriculum
The Misbehavior of Organisms
Marian Breland Bailey: many lives (pdf file)
book club
a heroine I didn't know I had

Rote Learning in Core Knowledge, An Example

Last week, my son came home from school with a study sheet for the last big test for the year. The test covered some basic US geography, including the names of the Great Lakes, some facts about the Mississippi River, some facts about the US Flag, and locating some major geographical features. In addition, the students were supposed to be able to name at least 25 of the states, given a list showing only the first letter of each state.

Over the next one-and-a-half weeks, A. and I studied for his test about 15 minutes each night. This studying was the exactly the sort of studying that ed. schools teach as being the most harmful: pure rote memorization.

Early in this process, A. objected to the continued practice of the entire list on the basis that, "I only have to know 25 states, not all the states." My sympathy was notably limited; we studied the whole list. 8-)

By a couple of days before the test, A. was pretty reliably naming all the states starting with a given letter when prompted with that letter. (BTW, "M" is particularly annoying.) By this point, he was starting to think that getting the entire list right was pretty cool.

The day before the test, the teacher announced to the class that any child who could name all the states would get extra credit and a small prize.

Of the 26 kids in the class, 8 named all the states on the test the next day. None of those kids needed to have his or her self-confidence artificially boosted after the test, and they all now have a much better understanding of the value of hard work.

fight the power

Math is hard.

Didn't Barbie say that?

Mr. Percent

I'm having way too much fun.

how to pronounce ISEE

I - see

Now you know.

On the other hand, if you go around calling the ISEE the I-S-E-E, people do know what you're talking about.

personal narrative

from Tracy W:

Okay, I love my calculator. Sharp EL-5120. It's on my desk at the moment. It's not much to look at, but its functionality means that it rocks my world. In terms of calculator-adoration I am probably in the top 1% of the world's population. My calculator has literally travelled around the world with me (there's no way I'd trust it to any removal company). I'm not a poet, but if I was I would write love poems to my calculator. The only reason I do not sleep with my calculator is that I fear it will disappear down the end of the bed and I will never see it again. When it comes to using calculators, I strongly suspect I am not normal. However, despite my deep and undying affection for my calculator I am sometimes without it, and on those occasions it is useful to be able to do basic arithmetic such as long division with pencil and paper or in my head. This may not be normal, but why should we educate kids merely to be normal people anyway?

Priceless!

SAT problem

YouTube rules.

I love this guy

But I still need a percent chart.

help desk - percent chart

Is there an all-around mode of charting the values in percent problems similar to the charting taught for distance problems?

this one's fun

During a sale, a bookstore sold 1/2 of all its books in stock. On the following day, the bookstore sold 4,000 more books. Now, only 1/10 of the books in stock before the sale are remaining in the store. How many books were in stock before the sale?

source:
SSAT & ISEE 2007 Edition Kaplan
p. 161

C. came pretty close to doing this one on his own.

Of course, close doesn't cut it on a standardized test.

I realize that.

This problem can't be done.

Right?

Not enough information

Or way too much information, as the case may be.

Two trains are loaded with equal amounts of rock salt and ball bearings. Train A leaves Frogboro at 10:00 A.M. carrying 62 passengers. Train B leaves Toadville at 11:30 A.M. carrying 104 passengers. If Train A is raveling at a speed of 5 mph and makes four stops, and Train B is traveling at an average speed of 86 mph and makes three stops, and the trains both arrive at Lizard Hollow at 4:30 P.M., what is the average weight of the passengers on Train B?

source:
Kaplan SSAT & ISEE 2007 edition
p. 155

Center for Environmental Therapeutics

A psychiatrist friend of mine recommends this web site. She says it has a self-administered diagnostic test for seasonal affective disorder that tells you exactly when to use light therapy.

We have enormous, aging light boxes all over the basement, but we've never known when to use them. We got them because John (Ratey) told me he'd visited the NIMH and all the shrink researchers there had light boxes on their desks. That was enough for me. We used to train one on Jimmy every day.

Today's Times has an article. (sorry - this is a paid subscription link, I believe - can't get the Times link generator pages to open.)

In 2001, Dr. Thomas A. Wehr and Dr. Norman E. Rosenthal, psychiatrists at the National Institute of Mental Health, ran an intriguing experiment. They studied two patient groups for 24 hours in winter and summer, one group with seasonal depression and one without.

A major biological signal tracking seasonal sunlight changes is melatonin, a brain chemical turned on by darkness and off by light. Dr. Wehr and Dr. Rosenthal found that the patients with seasonal depression had a longer duration of nocturnal melatonin secretion in the winter than in the summer, just as with other mammals with seasonal behavior.

Why did the normal patients show no seasonal change in melatonin secretion? One possibility is exposure to industrial light, which can suppress melatonin. Perhaps by keeping artificial light constant during the year, we can suppress the “natural” variation in melatonin experienced by SAD patients.

There might have been a survival advantage, a few hundred thousand years back, to slowing down and conserving energy — sleeping and eating more — in winter. Could people with seasonal depression be the unlucky descendants of those well-adapted hominids?

Regardless, no one with SAD has to wait for spring and summer to feel better. “Bright light in the early morning is a powerful, fast and effective treatment for seasonal depression,” said Dr. Rosenthal, now a professor of clinical psychiatry at the Georgetown Medical School and author of “Winter Blues” (Guilford, 1998). “Light is a nutrient of sorts for these patients.”

The timing of phototherapy is critical. “To determine the best time for light therapy, you need to know about a person’s individual circadian rhythm,” said Michael Terman, director of the Center for Light Treatment and Biological Rhythms at the Columbia University Medical Center.

People are most responsive to light therapy early in the morning, just when melatonin secretion begins to wane, about eight to nine hours after the nighttime surge begins.

How can the average person figure that out without a blood test? By a simple questionnaire that assesses “morningness” or “eveningness” and that strongly correlates with plasma melatonin levels, according to Dr. Terman.

The nonprofit Center for Environmental Therapeutics has a questionnaire on its Web site (www.cet.org).

Once you know the optimal time, the standard course is 30 minutes of fluorescent soft-white light at 10,000 lux a day.

and....

It may sound suspiciously close to snake oil, but the newest promising therapy for SAD is negative air ionization. Dr. Terman found it serendipitously when he used a negative ion generator as a placebo control for bright light, only to discover that high-flow negative ions had positive effects on mood.

Now that is exciting. I've been interested in negative ions forever. Negatives ions probably explain why it's impossible to be depressed on the beach.

Santa may be bringing me a negative ionizer for Christmas.


source:
Brought on by Darkness, Disorder Needs Light
December 18, 2007
Brought on by Darkness, Disorder Needs Light
By RICHARD A. FRIEDMAN, M.D.

Shadow Syndromes

Enhancing Academic Motivation

I've just ordered Enhancing Academic Motivation from Research Press thanks to a friend of mine whose child is seeing Dr. Brier. Every word out of Dr. Brier's mouth so far has rung true.

When I discovered that Dr. Brier had published with Research Press, I was sold. Research Press published the two books that shepherded Ed and me through our first years with Jimmy: Gerald Patterson's Living with Children and Wesley Becker's Parents Are Teachers. Both are classics.

Wes Becker worked with Engelmann on Project Follow-Through:

During the Project’s third year, we found out that Carl was leaving to go to Canada and become an investigator for the Ontario Institute for Studies and Education and a professor at the University of Toronto. He invited Valerie and me to join him. Valerie accepted; I tentatively declined.

Carl’s impending departure presented serious problems to the preschool project. The reason was that I was not qualified to head the project. The only degree I had was a BA in philosophy, and the position I held then was Senior Educational Specialist, which did not allow me to administer projects. Neither Jean nor Cookie could assume directorship of the project because they also lacked formal credentials.

The rumors were that the Institute for Research on Exceptional Children would take over the project and change it as soon as Carl left. I later found out that Jean and Carl met with Wesley Becker, a gifted professor in the Department of Psychology. Their goal was to seek his help in preserving the project. I had heard a lot about Wes Becker from my sister-in-law, Geraldine Piorkowski, who earned her PhD at the University of Illinois. Wes was her advisor; from her descriptions of him I assumed he could even run on water. Among other achievements, he had set the all-time track record at Stanford for attaining a PhD, entering as a freshman and taking only six years to earn a PhD in clinical psychology and statistics.

At the time he advised Geraldine, Wes was a cognitivist, but shortly after she received her PhD, he became an energetic exponent of Skinner’s behaviorism, which is based on evidence that behavior may be changed by manipulating positive or negative consequences that follow responses. Wes abandoned his earlier orientation because it lacked data of effectiveness, a signature characteristic of Wes. The professional articles that Wes wrote in the '60s show his change in orientation from 1961 to '67: “Measurement of Severity of Disorder in Schizophrenia by Means of the Holtzman Inkblot Test” (1961); “A Circumflex Model for Social Behavior in Children” (1964); “The Parent Attitude Research Instrument” (1965); “How We Encourage Cheating” (1966); and “The Contingent Use of Teacher Attention and Praise in Reducing Classroom Behavior Problems” (1967).

I had met Becker only once. He had presented to our project staff and graduate students. He summarized his current research, which involved working with teachers in failed classrooms and teaching them techniques for using positive reinforcement with their students. His data showed that even though most teachers had to be instructed in how to give praise, and even though the praise some of them issued sounded contrived and unnatural, it changed students’ behavior. The basic thrust of Wes’s training was, “Catch kids in the act of being good.” His studies were among the first applications of Skinner’s version of behaviorism to humans and school settings.

After the meeting I told him about some of the observations we had made in the preschools. He listened, then asked, “Where’s the data?”

I told him I didn’t have any formal data related to the observations. He smiled and shrugged. The message this gesture conveyed was that if I wanted to demonstrate the validity of my assertions, I needed data.

Jean and Carl had set up their meeting to ask Wes if he would assume the role of director of our project. They didn’t have a chance to ask him, however. As they entered his office, he greeted them, and said, “I know why you’re here, and the answer is yes.”

I count this as one of the more amazing commitments a person could make. The project was embroiled in controversy. The work was demanding. By saying “yes,” Wes made an official break with the fortress of higher learning and moved to the trenches, the gritty realities of working with teachers and kids.

Wes brought some of his graduate and undergraduate students with him. Thirty years later, I still work with three of them: Doug Carnine, a shy undergraduate who had already authored articles that appeared in professional journals; Linda McRoberts, an adventurous and outspoken graduate student who later would become Linda Carnine; and Susan Stearns (now Susan Hanner), only nineteen years old but very smart and industrious.

[snip]

Wes devoted some of his “free time” to writing the book, Applied Psychology for Teachers, a very ambitious work that covered everything related to effective practices and background information—from behavioral principles to the theoretical underpinnings of effective instruction and how to interpret data on student performance. I believe that Wes considered this book his ultimate achievement, an opus that positioned effective teaching and the analysis of learning in a framework that could be comprehended by undergraduates and that would establish DI as at least a contender in the field of education. The work, positioned as a textbook for undergraduates, was published by SRA in 1986. It was a colossal work—472 pages, in 8 1/2” x 11” format, with 275 references (over 11 pages).

It was another false hope. The book did not sell, was not adopted by more
than a handful of the faithful, and after only a few years, was discontinued by SRA. No other publisher was interested in it. I recently bought a copy of it online. It was in very good condition and cost $4.50.

[snip]

Goodbye to a Good Guy

Wes and Julie were divorced in1980. Wes continued in his role as associate
dean until 1992, when he became involved in political wars with the College of Education and quit the University. After retiring, he refused to talk about education. On three or four occasions, I tried to discuss the book we had started. I got the same response each time. He said that he would talk about golf or other sports and the stock market, but that was all. He declined to talk about the Association for Direct Instruction, or about anything else related to education. He told me, “That is something from a past life. It’s dead and I have no interest in it.”

In 1993, Wes sold his shares in Engelmann-Becker Corp. and moved from
Eugene to Sedona, Arizona. There was no going-away party or celebration
because he didn’t want one. Just before he left, I asked if there was anything I could do for him. He asked if I would give him a painting I had done of a lion. Yes.

I called him several times in Arizona to see how things were going. Not well. I called him once around noon and he sounded as if he’d been drinking. His leg had gone bad so he couldn’t play golf, and the stock market had not been kind to him. His son David lived with him for a while but left. Wes never remarried and lived alone. A couple of times I asked him when he was coming back to visit us in Eugene. He seemed to entertain the idea but it apparently didn’t make the seriousplanning list. I never saw Wes again after he moved to Arizona.

[snip]

Wes’ death came as a great shock. I hadn’t been in touch with him for months.
I knew he was getting frequent tests, but I had no idea that he would die at 73. We felt we should do something to honor him and decided to hold a memorial service for him in Eugene. We put a notice in the paper, made many calls, and arranged to hold the service in the church that Wes had attended (the Unitarian Church). A lot of people showed up for the service, including Don Bushell, Wes’ daughter Jill (who is a professor of biopsychology at the University of Michigan), his son David, and his ex wife, Julie (who lived in Florida). We took turns telling Wes stories and feeling sad.

I said, “Those who worked with him were routinely amazed, not only by his
skill, but the speed with which he could do things. Perhaps his most impressive quality, however, was the strength of his will. In the face of terrible setbacks and impossible deadlines, Wes prevailed. If he promised to get something done by a particular time, it was not only done on schedule, but done very well.”

Several others echoed this observation. One researcher who studied under
Wes said something that I had observed many times, the amazing speed at which Wes could identify glitches in raw data or elaborate calculations. About the time I was looking at the first few numbers on a spreadsheet of data, Wes would point to a set of scores in the middle of the display and say something like, “It’s impossible for them to have a correlation of point 9 with these data. These scores account for no more than 5 percent of the variance.” Possibly a minute later, I would see what he meant, but if I’d figured it out on my own, it would probably have taken closer to an hour.

I pointed out that even with the incredible number of things he had to do,
Wes was a good dad (a lot better than I was during the Follow Through years). Wes’ daughter Jill expanded on this theme. She told about some of the nice things he had done and indicated that the only time he lied to her was a couple of months before he died. She had visited him in a hospital in California. The last thing she said before leaving was, “Now, you take care of yourself. I’ll be back in three months.”

He said, “I’ll be fine.”

The clinical causes of Wes’ death had to do with his liver, kidneys and blood
pressure. One of the contributing causes was that he probably drank too much. These may have been the measurable causes, but the psychological cause was that he killed himself. When the establishment rejected Wes and his beliefs in data, he rejected education. To do that, he had to reject a huge part of himself. The image of himself that he had to maintain afterwards was one with many amputated parts, the hollow core that could survive on what had been peripheral interests. When his physical health failed, he had nothing.

The sad part of this equation was that Wes had to reject himself not because
he did anything reprehensible but because the establishment made a mockery of his beliefs and accomplishments. Jill believes that someday he will be recognized for his singular contribution to Follow Through. I hope she’s right, but I can sympathize with Wes. It is not very comforting to know that you can help thousands of kids and teachers, but you lack credibility and have no access to these victims. It hurts to see your professional beliefs trampled by educators who cling desperately to myth and folklore.

A colleague recently showed me a picture from the ‘70s, taken at a “Zignic” (a
picnic at the Veneta property for all our trainers and friends). Six people, including Wes, Bob, and I, were wearing t-shirts with the motto, “Show me the data.” For Wes, it was a way of life.

How is Wes remembered? In 2003, the College of Education at the University of Oregon launched a fund-raising campaign to support construction of a mega-building to house the College. Part of what the planners did was to make up a price list for “dedications.” If you want an office named after somebody, donate $25,000, and the plaque goes up. For a decent-sized classroom, the ticket is about $100,000.

Shortly after the list came out, Doug called me about raising enough money to have a classroom named after Wes. I told him that we shouldn’t have to pay anything. My feeling was that the College should have dedicated an entire wing to Wes, with no donation required. The College didn’t see it that way. Doug is currently trying to negotiate the price of a plaque for both Wes and Bob at the entrance to the Clinical Services Building, which was one of Bob’s projects.

Siegfried Engelmann 2007

Parents Are Teachers table of contents
Living with Children table of contents

Rye Country Day

wow----

School says that since 1996, 97% of kids taking the Advanced Placement BC Calculus course received perfect scores on the AP exam.

How the Schools Stack Up (pdf file)
WSJ

still can't do fractions?

Tom Loveless is back:

The 2007 NAEP test results showed small but statistically significant gains in both math and reading. Mathematics scores at fourth and eighth grade continued the steady progress registered since the main NAEP test was first administered in 1990. Both grade levels notched 2 point gains in scale scores. Table 1-1 reports the magnitude of the math gains in scale score points and years of learning. Figure 1-1 illustrates the upward trajectory of the scores. The gains indicate that fourth and eighth graders in 2007 knew more than two additional years of mathematics compared to fourth and eighth graders in 1990. On the face of it, this is an amazing accomplishment. Previous Brown Center Reports have raised questions about such gains. The primary question concerns the content of the NAEP math tests. Students are clearly making progress, but at learning what kind of mathematics? Suffice it to say that students are making tremendous progress on the mathematics that NAEP assesses, in particular, problem solving with whole numbers, elementary data analysis and statistics, basic geometry, and recognizing patterns. NAEP pays scant attention to computation skills, knowledge and use of fractions, decimals, and percents, or algebra beyond the rudimentary topics that are found in the first chapter of a good algebra text. In sum, we know that students are getting better at some aspects of math. But we do not know how American students are doing on other critical topics, including topics that mathematicians and others believe lay the foundation for the study of advanced mathematics. Thus, the years of learning gain must be taken with a grain of salt.

The 2007 Brown Center Report on American Education:
How Well Are American Students Learning

plus ça change (scroll down)