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Topic: Chapter 5--Everybody Counts
Replies: 6   Last Post: Mar 31, 1995 4:54 PM

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Dawn Hoyt Kidd

Posts: 17
Registered: 12/6/04
Re: Chapter 5--Everybody Counts
Posted: Mar 28, 1995 9:42 AM
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Just a few short comments on Chapter 5 (in the Mary Hannigan style):

>Ronald A Ward wrote: I am continuing the series today with Chapter Five
>["Teaching"] on pages 57-70. Please feel free to comment as we lead up to all
>the Boston meetings.


>2. React to this myth: "The best way to learn how to solve complex
>problems is to decompose them into a sequence of basic skills which can
>then be mastered one at a time."


-The sum of the parts is greater than the whole.


>3. The author points out that the United States is "one of the few
>countries in the world that continues to pretend--despite substantial
>evidence to the contrary--that elementary school teachers are able to
>teach all subjects equally well." What recommendations for change would
>you make to ameliorate this situation?


The 4 Ms: More Meaningful Mathematics Methods (in preservice programs) and
The 4 Is: Implement Important & Innovative Inservice (for current teachers)
>
>4. The author argues for less directive strategies of teaching and
>claims that "less teaching will yield more learning." What is the price
>to pay for less directive teaching, and on what basis could such claims
>of more learning be made?


-In the early stages I think "the price" will be in the transition from one
frame of mind to the other, especially for the students. They have become
used to teacher directed teaching, and may resist relying on their own
confidence in learning. After students become used to being active
participants in their own learning I think "less teaching will yield more
learning," although at the beginning it may yield less learning...but I
hope not! I guess if the teacher implements a more student-centered
approach in a fun and meaningful fashion, then the change might not be too
problematic.

Dawn Hoyt Kidd/Univ. of Texas at Austin/Austin, TX 78712
dhkidd@mail.utexas.edu







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