By R. Barker Bausell
Too uncomplicated to Fail provides a startling dissection of what's improper with our instructional procedure and a suite of easy, commonsense steps for bettering it. This simplicity, Bausell argues, characterizes either the tuition approach and the technology of schooling, as witnessed by way of legions of researchers who've chanced on worthy little that their grandmothers didn't already be aware of. but strangely, established upon the author's personal stories and a assessment of the prior 30+ years of academic study, those discoveries boil right down to an easy yet robust conception: the one method faculties can elevate studying is to extend the volume of appropriate tutorial time for all scholars.
Here, Bausell demonstrates that lecture room guide is hopelessly out of date, as are our present checking out practices, either contributing to the widening chance hole among socioeconomic and racial teams. yet with an figuring out of what's mistaken with schooling this day comes the revelation that the reply to those deficiencies has been on hand to us all alongside within the kind of the academic version, the best educational paradigm ever constructed. in basic terms lately has it turn into possible to simulate this super powerful educational medium as a common alternative that, in impact, could let faculties to supply suitable guideline normally and never an exception. If applied, a brand new global of chance and capability will ultimately be to be had to youngsters, whose studying is so an important for our future.
The new version provided during this e-book has implications for settling on not just what's wrong with the way in which we train our younger, but additionally why it truly is incorrect, and the way the tutorial method may be made extra effective, potent, and reasonable.
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Additional resources for Too Simple to Fail: A Case for Educational Change
Example text
Thus, for our exceedingly simple illustrative instructional objective above (Popham used more complex ones in his studies involving high school students), there are exactly 100 (and only 100) test items that can be generated to assess the degree to which students mastered the objective (and presumably how well the teacher performed her or his job). Before advocating the use of his tests as a full-blown measure of teacher proficiency, however, Popham wisely decided to validate his approach via a technique called the “known-groups” approach.
Common sense would seem to tell us that this should be the case, since we’ve all experienced both good and bad teachers during our schooling careers, even though we’re usually judging them on qualities other than their ability to elicit higher test scores. Perhaps one teacher seemed to particularly value us and/or our potentials. Or, perhaps some had a gift for enlivening their classes with humor or interesting asides or unwavering enthusiasm for an otherwise boring subject. So, although we 13 14 TOO SIMPLE TO FAIL all personally probably know what good teaching means to us personally, the sad truth is that educational researchers, despite myriad attempts, have been unable to consistently identify teachers who, year-in-and-yearout, produce superior standardized test scores than their peers.
As I’ll discuss in Chapter 5, I even replicated these results later. By that point, I could no longer ignore what my data were telling me, as exemplified by the concluding paragraph I wrote in an editorial for the premiere educational policy journal (Phi Delta Kappan) of the time. A paragraph 29 30 TOO SIMPLE TO FAIL which also saves me the bother of explaining why I had to seek employment at somewhere other than a college of education: Teacher preparation as provided by colleges of education does not result in increased student achievement.
