In response to HOLD's Ze'ev Wurman (2004), in Hake (2004c) I wrote:
"DIRECT INSTRUCTION (DI) is anything but a straw man [as asserted by
Wurman]. It permeates the thinking of the back-to-basics types who
populate DI strongholds such as:
To which Victor Steinbok (2004) replied [bracketed by lines "SSSSSSS.
. . ."; edited so as to replace bare URL's with more informative
hot-linked academic references:
SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
Why bother with secondary sources, when you can identify the primary ones.
Here's one: ADI (2004). Another, more poignant is ADI (1998).
The only thing missing is Zig Engelmann's bank account number so that you
could transfer funds directly in, bypassing all the hype. And Carnine and
Grossen get a taste of that generosity as well.
And for more self-promotion see NIFDI (2004). Apparently, some
publishers have caught on, and the mere changing of the title of
their mediocre output can guarantee tons of $$$; see e.g. SRA (2003).
. . . .[SRA might even capture the CA, and hence the entire U.S.,
market for K-8 DI science texts if the "Criteria is passed by the
Board of Education at its 10-11 March 2004 meeting,]
I wonder if there are similar sites for "fuzzy math", "whole math". The
closest you'll find may be for "discovery learning": Lewis et al.
(undated) and DLP (2004).
SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS
REFERENCES
ADI. 1998. Association of Direct Instruction: Welcome. Last modified
2 December 1998 by Bonnie Grossen. Contains: (a) Zig Engelmann's
Response to the High Scope Study, (b) Program Evaluation Studies, (c)
Effective School Practices articles, including the articles on
"Project Follow Through"; online at
<http://darkwing.uoregon.edu/~adiep/>.
"There are three levels of use for [the term "direct instruction":
1. direct instruction versus indirect instruction, or telling versus implying.
2. direct instruction (sometimes referred to as little "d," little
"i"). In this use, direct instruction refers to instructional
techniques based on choral responses, homogeneous grouping, signals,
and other proven instructional techniques.
3. Direct Instruction (capital "D," capital "I"). This refers to the
specific programs designed by Siegfried Engelmann and his staff.
Direct Instruction programs incorporate all the features of direct
instruction (di), coupled with carefully designed sequences, lesson
scripting, as well as responses to anticipated children's questions.
When Direct Instruction is referred to in this organization, we are
talking about this level. Siegfried Engelmann and Douglas Carnine
articulated this theory in the text "Theory of Direct Instruction"
(Engelmann & Carnine ), published by ADI."
**************************************
DLP. 2004. "Discovery Learning Project at University of Texas at
Austin; online at <http://www.discovery.utexas.edu/dlp/index.html>:
"The Discovery Learning Project promotes the development and use of
discovery or inquiry-based methods of teaching and learning. This
project is predicated on the belief that all students have creative
ability which can be further developed utilizing the many techniques
of inquiry-based learning. The University of Texas at Austin has an
illustrious history of innovation in this style of teaching and
learning. UT professors R. L. Moore in mathematics and R. N. Little
in physics each developed inquiry-based approaches to teaching that
transformed their students from knowledge consumers to knowledge
creators and interpreters. The Discovery Learning Project is building
on that legacy of innovation and developing inquiry-based learning
opportunities in line with recommendations of the National Science
Foundation report, "Shaping the Future Report: New Expectations for
Undergraduate Education in Science, Mathematics, Engineering, and
Technology" and of the National Research Council report, "From
Analysis to Action: Undergraduate Education in Science, Mathematics,
Engineering, and Technology." Our goal is to improve students'
abilities as independent thinkers and to encourage them to become
life-long learners. The Project is supported by The Educational
Advancement Foundation, a private foundation, and the College of
Natural Sciences."
Engelmann, S. & D. Carnine. 1982. "Theory of Instruction: Principles
and Applications. Irvington Publications.
Hake, R.R. 2004. "Re: Back to Basics vs. Hands-On Instruction," online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0402&L=pod&O=D&P=18509>.
Post of 24 Feb 2004 17:45:19-0800 to AERA-K, AP-Physics, Biopi-L,
Chemed-L, FYA-List, Math-Teach, Math-Learn, Phys-L, PhysLrnR,
Physhare, & POD.
Lewis, M.W., M. Bishay, D. McArthur, & J. Chou. undated. "Supporting
Discovery Learning in Mathematics: Design and Analysis of an
Exploration Environment and Inquiry Activities." Rand Report; online
at <http://www.rand.org/education/mcarthur/Papers/IS.html>.
NIFDI. 2004. National Institute for Direct Instruction. It is stated
that "Direct Instruction (DI) is a model for teaching that emphasizes
well-developed and carefully planned lessons designed around small
learning increments and clearly defined and prescribed teaching
tasks. It is based on the theory that clear instruction eliminating
misinterpretations can greatly improve and accelerate learning. Its
creators, Siegfried Engelmann and Dr. Wesley Becker and their
colleagues believe and have proved that correctly applied, DI can
improve academic performance as well as certain affective behaviors.
It is currently in use in thousands of schools across the nation as
well as in Canada, the UK and Australia. Schools using DI accept a
vision that actually delivers many outcomes only promised by other
models."
Wurman, Z. 2004. "Re: Back to Basics vs. Hands-On Instruction," online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0402&L=pod&O=D&P=16735>.
Post of 21 Feb 2004, to AERA-K, AP-Physics, Biopi-L, Math-Teach,
Math-Learn, Phys-L, PhysLrnR, Physhare, & POD.