<div dir="ltr"><div class="gmail_default" style="font-family:comic sans ms,sans-serif;font-size:small;color:#000000"><br></div><div class="gmail_extra"><br><div class="gmail_quote">On Thu, Jul 16, 2015 at 6:42 PM, Dan <span dir="ltr"><<a href="mailto:danust2012@gmail.com" target="_blank">danust2012@gmail.com</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div dir="auto"><span class=""><div>On Jul 16, 2015, at 10:00 AM, William Flynn Wallace <<a href="mailto:foozler83@gmail.com" target="_blank">foozler83@gmail.com</a>> wrote:<br></div><blockquote type="cite"><div dir="ltr"><div style="font-family:comic sans ms,sans-serif;font-size:small;color:rgb(0,0,0)"><p class="MsoNormal">Spike, education is very progressive, if you define that as getting into new things. Trouble is, the quality of the research they do is poor to very poor. I have been to educational research conferences to see some of my students present papers (as it is the easiest venue - harder at psychology conferences), and the level is just shocking (not the students, the professors/researchers). The questions after a paper presentation are almost always laudatory and hardly even critical. Of course I had to try to nail some of them on poor research and never got a good response. Mostly they didn't seem to know what I was talking about.</p><p class="MsoNormal">So a lot of bad theory gets into classroom teaching when in fact they were better off doing what they were doing. They just love new theories and don't seem to care much about the backbones of it.</p><p class="MsoNormal">I'd like to see some of what you found.</p></div></div></blockquote><br></span><div>I won't speak to Spike's claim about the military, but it seems like you're focusing on content -- what's taught -- rather than pedagogical method -- how it's taught. The article offered that the latter needs to change and that certain methods are much better at getting students to understand the content.</div><span class=""><div><br></div><div><div><font size="3"><span style="line-height:20px">Regards,</span></font></div><div><font size="3"><span style="line-height:20px"><br></span></font></div><div><div><font size="3"><span style="line-height:20px">Dan</span></font></div></div></div></span></div></blockquote><div><br><div class="gmail_default" style="font-family:comic sans ms,sans-serif;font-size:small;color:rgb(0,0,0);display:inline">Actually the bad theories I mentioned are about how to teach, not what</div> <div class="gmail_default" style="font-family:comic sans ms,sans-serif;font-size:small;color:rgb(0,0,0);display:inline">. I think K-12 teacher have little input into content.That is decided at the state level.<br><br>They went through a period where they thought that different students needed different methods: more visually oriented students need the visual, and so forth. Turns out it really did not matter. Why did they not find this out before they instituted it in the classrooms? Poor research. As I have said, probably more than once, educators love theories. Vast amounts of supporting data? Not so much.<br><br>bill w<br><br></div></div><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div dir="auto"><span class=""><div><div><div><span style="background-color:rgba(255,255,255,0);font-family:'.HelveticaNeueInterface-Regular';font-size:13pt"> Sample my Kindle books via:</span></div><div><a href="http://www.amazon.com/Dan-Ust/e/B00J6HPX8M/" style="font-family:'.HelveticaNeueInterface-Regular';font-size:13pt" target="_blank">http://www.amazon.com/Dan-Ust/e/B00J6HPX8M/</a></div></div></div></span></div><br>_______________________________________________<br>
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