di: DI is finally getting some respect

Tue Feb 13 23:47:06 PST 2018

It'a not only that anti-DI forces don't know that half of what DI does IS to build creativity---which is mostly the integration of knowledge elements into larger wholes (usually routines) and generalization to new examples...

No, these forces don't know what DI is at all. They've never analyzed lessons all the way down to wording. They know nothing of logical sequencing; nothing of the proper use of examples; nothing of clear wording; nothing of communication formats, error correction, slowly removing scaffolding, and continuous progress monitoring, even down to the level of tasks.

"So, what are you going to do first?"

"Say it fast!"

All they think they know is that DI has kids chorus, that teachers use scripts (unlike members of an orchestra, who are making it up on the go as the conductor waves a stick), and that teachers try to "transmit" information.

And THAT is an example of what they know about anything.

They don't know that DI is perhaps the most constructivist approach there is, because it is designed to help the learning mechanism to go from examples to generalizations----to use the logical operations of inductive reasoning (the methods of agreement, difference, joint agreement and difference, concomitant variation, and residues) described by John Stuart Mill (in A system of logic) as well as in the classic Introduction to logic,  by Irving Copi.

It also explicitly teaches deductive reasoning as the basis for generalization from concepts to new examples ("Is this [new circle] red?"), routines ("Sound out these new words."), and rules ("So, what do you know about the black dog?").

Meanwhile, anti-DI forces (who call themselves constructivists---because it sounds smart) can't tell you HOW knowledge is constructed ("It's a mysterious process. Each learner is different."  The common cop out). They have no idea what inductive and deductive logic are.  No idea what it means to integrate elements into a whole, nor even what a concept is.  They can't give a coherent (or sane) definition of "knowledge" or "learning."

Ask any of them to write a lesson cold, down to the wording, on something simple, such as the area of a parallelogram.  You'll get a word salad reminiscent of someone suffering from schizophrenia.  Words with no meaning.  Insane sequencing.  No reviewing and firming of elements (they couldn't tell you what the elements are, anyway).  No idea what errors students are likely to make and even less idea of how to avoid and/or correct them.

Yet, these are the dopes who occupy positions of authority in making curricular decisions.

Well, for them, "curriculum" is all about diversity and social justice, anyway, not about the details of teaching and knowledge systems.

In other words, anti-DI forces are imbeciles.  They got their degrees from an earlier generation of nincompoops who passed on the dual traditions of speaking without making sense and of conducting "research" on topics of interest only to similarly privileged panjandrums. Their entire con is repeating airy memes about "learners taking charge of their learning" (because the progressisvist-constructivist establishment couldn't teach a dog to do its business in the back yard).

If you knew these fakers as I do, you would be startled by ignorance so vast and by pronouncements at once so smug and deranged, that you'd know our civilization can't possibly survive the infection.

Thank Heaven teachers are usually smarter than their perfessers.  In my experience, show them that DI works, and they start using it---starting with Teach your child to read in 100 easy lessons. So, easy to slide into their lessons.

Interesting, isn't it, that state departments of education have figured out a way to force education perfessers to teach reading properly.  Just require new teachers to pass a state reading exam based on principles of explicit instruction.  No pass, no license.

Now, if states would have a larger state licensing exam based on explicit instruction, and on-line teacher prep programs.....

"The object of life is not to be on the side of the majority, but to escape finding oneself in the ranks of the insane." - Marcus Aurelius

MK

________________________________
From: di-bounces at lists.uoregon.edu <di-bounces at lists.uoregon.edu> on behalf of Brainsarefun - Rory <rory at brainsarefun.com>
Sent: Monday, February 12, 2018 2:02 PM
To: J. E. Stone
Cc: Direct Instruction
Subject: Re: di: DI is finally getting some respect

It amazes me that DI is cast as incompatible with "creativity" and "technology." It isn't. It's a technology that can be molded to any situation where people must learn and master skills fast!

It doesn't garner the respect it deserves because our current batch of teacher training emphasizes "creativity," where all of us are encouraged to be creative. To be creative the craftsperson first takes the time to master fundamental skills.

I have not done so, but I'd love to see someone create a DI lesson from this and teach it to ALL kids: Jordan Peterson gives the greatest speech to ALL students, parents and teachers. Make sure you finish the last 3 minutes<https://www.youtube.com/watch?v=QObAkF1_6CE> - 10 minutes

On Thu, Feb 8, 2018 at 9:40 AM, J. E. Stone <professor at education-consumers.org<mailto:professor at education-consumers.org>> wrote:
The piece on the Fordham Foundation's website calls DI the Rodney Dangerfield of curriculum, but that's the point.

 Finally, some recognition in DC policy circles!

https://edexcellence.net/articles/direct-instruction-the-rodney-dangerfield-of-curriculum

J. E. Stone, Ed.D. | President
Education Consumers Foundation
1655 North Fort Myer Drive, Suite 700
Arlington, VA 22209
professor at education-consumers.org<mailto:professor at education-consumers.org>
www.education-consumers.org<http://www.education-consumers.org>
703-248-2611 phone
703-525-8841 fax
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--
Thanks,

Rory
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Rory Donaldson, success with reading, math and study-skills teacher
Brainsarefun.com<http://brainsarefun.com/>
Denver, Colorado USA and around the globe.
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