“Despite decades of advocacy, there is no body of evidence based on randomised, controlled experiments demonstrating the superiority of inquiry-based over explicit instruction. There is a huge body of evidence from around the globe demonstrating the advantages of explicitly showing learners how to solve problems as opposed to having them discover how to solve the same problems. In the research literature, that body of evidence is associated with the “worked example effect”. That literature is carefully ignored by the discovery learning advocates.”
Professor John Sweller, School of Education, University of New South Wales, Sydney NSW 2052, Australia
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Paul A. Kirschner Educational Technology Expertise Center Open University of the Netherlands Research Centre Learning in Interaction Utrecht University, The Netherlands
John Sweller School of Education University of New South Wales
Richard E. Clark Rossier School of Education University of Southern California
Mathematical Ability Relies on Knowledge, Too
By John Sweller, Richard E. Clark, and Paul A. Kirschner
Beyond Comprehension
We Have Yet to Adopt a Common Core Curriculum That Builds Knowledge Grade by Grade—But We Need To
By E. D. Hirsch, Jr
To download pdf copy of Inquiry-Based Instruction versus Example Base Instruction, click here or click on the download arrow at the bottom of the document.
To download pdf copy of Inquiry-Based Instruction versus Example Base Instruction, click here or click on the download arrow at the bottom of the document.
The above is from the Monday, December 5th, 2005 Seattle Times.
The Gradual Release of Responsibility Model
A Gradual Release of Responsibility
Douglas Fisher, Ph. D., Professor of Language and Literacy Education
San Diego State University, Research and Development for Jamestown Reading Navigator
What does the Gradual Release of Responsibility Model look and sound like?
Gradual Release of Responsibility: I do, We do, You do
Understanding Scaffolding and the ZPD in Educational Research
Irina Verenikina, Faculty of Education, University of Wollongong, NSW, Australia
A Textbook Example of What’s Wrong with Education
A former schoolbook editor parses the politics of educational publishing.
Tamim Ansary Edutopia
Much of what is told in the above article may apply to the math texts.
The Muddle Machine Credit: Monte Wolverton
