Kirschner, Sweller and Clark are up to it again, offering their argument for "fully guided instruction" based on evident that shows that students with no instruction whatsoever learn less efficiently. I don't deal with this in detail, as I have done so before, but it is worth noting the equivocation on "novice student" (which they take to mean "all students") as well as the false dilemma created between "fully guided" and "minimally guided" and the conflation of "worked example" with "fully guided" instruction. The more interesting question is why the American Federation of Teachers' magazine 'American Educator' is dredging up this old argument, along with Barak Rosenshine's Principles of Instruction (the same issue also has Daniel Willingham arguing that the effects of poverty on learning could be mitigated with warmer families and better teachers).
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