Some subscribers to Phys-L might be interested in a recent
discussion-list post "Google Donates One Million Dollars to Local
Schools " [Hake (2012)]. The abstract reads:
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ABSTRACT: Frank Noschese of the Modeling discussion list pointed to a
report "Google donates $1 million to local schools" [Veronin (2012a)]
at <http://bit.ly/LXOcrY>. Veronin wrote (paraphrasing): "The bulk
of that money was used to set up the 'Explicit Direct Instruction'
program. The district paid DataWORKS <http://bit.ly/N6Rw4n> for the
program which is designed to keep students engaged through a variety
of methods - including the use of individual white boards and
peer-to-peer quick-study sessions - while simultaneously allowing
teachers to quickly identify those students who are having trouble
with the material as well as those who have a grasp on concepts, so
that they can spend time with those children who need extra help and
let the faster kids move ahead. Efficiency is the name of the game
with EDI."
Concerning DataWORKS, Kate Rosok of the Modeling discussion list
pointed to "Research Supporting EDI" [DataWORKS (2012)] at
<http://bit.ly/LetW5m>, which states (paraphrasing): "We aren't the
only ones who feel that direct instruction is effective for students.
Extensive research studies and meta-analyses have come to the same
conclusion: Teacher-centered direct instruction is more effective and
efficient, especially for struggling students. In fact, there is
overwhelming research supporting teacher-centered instruction in
lesson design and lesson delivery where teachers directly teach their
students specific concepts and skills usually taken directly from the
state content standards. . . . . A survey of six thousand students in
introductory physics courses found that students in courses involving
interactive engagement made substantial gains in problem solving
abilities as well as the learning of physics [Hake (1998a)] at
<http://bit.ly/9484DG>]."
Evidently DataWORKS didn't bother to scan Hake (1998a), because that
article strongly suggests that the "Direct Explicit Instruction"
advocated by DataWORKS! doesn't work nearly as well at "interactive
engagement" in promoting conceptual understanding and problem-solving
ability.
BTW, Gene Glass (2012 at <http://bit.ly/KcWqIs>) has an insightful
essay "High Button Shoes and Education Reform" regarding support of
education by organizations such as Google and the Gates Foundation,
which seem to have more money than knowledge of education.
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"I point to the following unwelcome truth: much as we might dislike
the implications, research is showing that didactic exposition of
abstract ideas and lines of reasoning (however engaging and lucid we
might try to make them) to passive listeners yields pathetically thin
results in learning and understanding - except in the very small
percentage of students who are specially
gifted in the field."
- Arnold Arons in "Teaching Introductory Physics" (p. vii, 1997)
REFERENCES [All URL's shortened by <http://bit.ly/> and accessed on
17 June 2012.]
Arons, A.B. 1997. "Teaching Introductory Physics. Wiley, publisher's
information at <http://bit.ly/jBcyBU>. Amazon.com information at
<http://amzn.to/nIiPGh>.
Hake, R.R. 2012. "Google Donates One Million Dollars to Local
Schools," online on the OPEN! AERA-L archives at
<http://bit.ly/KMcNNw>. Post of 17 Jun 2012 14:45:21-0700 to AERA-L
and Net-Gold. The abstract and link to the complete post are also
being transmitted to several discussion lists and are also on my blog
"Hake'sEdStuff" at <http://bit.ly/KdQZZF> with a provision for
comments.