Some subscribers to TIPS and TeachEdPsych might be interested in a post titled "Could 'Precision Teaching' and the Wider Education Community Learn Something From One Another? "[Hake (2010d)]. The abstract reads:
############################ ABSTRACT: In response to "Re: Confessions of a Converted Lecturer #2" [Hake (2010b)] Joshua Garner (2010) of the behaviorist-oriented "Precision Teaching" SClistserv list wrote: "By applying simple behavioral psychology principles in a college physics class student performance increased. . . . duh. . . . by the end of the video. . . . [[Mazur 2010)]]. . . . I said to myself, 'Gee this guy is using direct instruction and active student responding (in an around-about way)." But the wider education community generally regards Mazur's approach as the constructivist-oriented "Interactive Engagement," loosely speaking, the polar opposite of "direct instruction." The insularity of education research was further demonstrated by SClistserv's J.W. Eshleman (2010) who, responding to "Re: Confessions of a Converted Lecturer #5" [Hake (2010c)], referenced three methods to measure and enhance the degree of student learning in a "lecture," all developed *within* the Precision Teaching Community (PTC), ignoring such methods developed *outside* the PTC - over 30 such are discussed in the double-asterisked references to this post. Considering the Garner and Eshleman posts, could the "Precision Teaching" and wider education communities learn something from one another? ############################ To access the complete 35 kB post please click on <http://tinyurl.com/ye5rrnq>. Richard Hake, Emeritus Professor of Physics, Indiana University 24245 Hatteras Street, Woodland Hills, CA 91367 Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands Honorary Member, ARFU (Academic Reference Freaks United) <[email protected]> <http://www.physics.indiana.edu/~hake/> <http://www.physics.indiana.edu/~sdi/> <http://HakesEdStuff.blogspot.com/> <http://iub.academia.edu/RichardHake> REFERENCES [Tiny URL's courtesy <http://tinyurl.com/create.php>.] Eshleman, J.W. 2010. "Re: Confessions of a Converted Lecturer #5," SClistserv post of 22 Mar 2010 14:16:47-0400. Online on the OPEN! SClistserv archives at <http://tinyurl.com/ykj8f6m>. SClistserv is short for "Precision Teaching/Standard Celeration Charting." The masthead at the archives <http://tinyurl.com/y8twxf6> reads: "The Standard Celeration listserve (SClistserv) came about to serve all people interested in precision teaching (PT) and standard celeration charting. . . . . . ." As indicated in Hake (2007), Ogden Lindsley (1991, 1992), a disciple of B.F. Skinner, is evidently the founder of "Precision Teaching" and inventor of the "Standard Celeration" chart (SCchart). For other references see Fluency.org <http://www.fluency.org/>; "Precision Teaching Hub and Wiki Blog" [Claypool-Frey (2010)l; "Precision Teaching and Standard Celeration Charting" [Kubina 2010); and the Standard Celeration Society [SCC (2010)]. For a good set of references see Clayton et al. (2007). For related books see e.g., Gardner et al. (1994), Heward et al. (2004), Heward (2008), Johnston & Pennypacker (2008), & Vargas (2009). Vargas (2009) discusses (a) Lindsley's development of "Precision Teaching" and the SCchart; (b) "counts" as a measure of behavior; and (c) interpretation of the SCchart. Garner, J. 2010. "Re: Confessions of a Converted Lecturer #2," SClistserv post of 20 Mar 2010 18:54:50-0700; online on the OPEN! SClistserv archives at <http://tinyurl.com/y8o6mge>. Hake, R.R. 2010a. "Re: Confessions of a Converted Lecturer," online on the OPEN! AERA-L archives at <http://tinyurl.com/yzrgehe>. Post of 16 March 2010 to various discussion lists; also online at <http://hakesedstuff.blogspot.com/2010/03/re-confessions-of-converted-lecturer.html> with a provision for comments. Hake, R.R. 2010b. "Re: Confessions of a Converted Lecturer #2," online on the OPEN! AERA-L archives at <http://tinyurl.com/yzv9f2v>. Post of 18 Mar 2010 11:07:0-0700 to AERA-L, Net-Gold, and PBL. The abstract is was transmitted to various discussion lists. See also the preceding "Re: Confessions of a Converted Lecturer" [Hake (2010a). Hake, R.R. 2010c. "Re: Confessions of a Converted Lecturer #5," online on the OPEN! AERA-L archives at <http://tinyurl.com/yapgbok>. Post of 21 Mar 2010 11:35:39-0700 to AERA-L, Net-Gold, and PBL. The abstract and link to the complete 38 kB post was transmitted to various discussion lists and is also online at <http://hakesedstuff.blogspot.com/2010/03/re-confessions-of-converted-lecturer-2.html> with a provision for comments. Hake. R.R. 2010d. "Could 'Precision Teaching' and the Wider Education Communities Learn Something From One Another?" online on the OPEN! AERA-L archives at <http://tinyurl.com/ye5rrnq>. Post of 25 Mar 2010 11:47:54-0700 to AERA-L and Net-Gold. The abstract is also being sent to various discussion lists and is online at <http://hakesedstuff.blogspot.com/2010/03/could-precision-teaching-and-wider.html> with a provision for comments. Mazur, E. 2010. "Confessions of a Converted Lecturer" talk at the University of Maryland on 11 November 2009. The abstract reads: "I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly." That talk is now on UTube at <http://www.youtube.com/watch?v=WwslBPj8GgI>; and the abstract, slides, and references - sometimes obscured in the UTube talk - are at <http://tinyurl.com/ybc53jw> as a 4 MB pdf. As of 27 March 2010 13:16:00-0700 Eric's talk had been viewed by 15,928 UTube fans, up from 12,800 on 16 March 2010. In contrast, serious articles in the education literature, often read only by the author and a few cloistered academic specialists, usually create tsunamis in educational practice equivalent to those produced by a pebble dropped into the Pacific Ocean. --- You are currently subscribed to tips as: [email protected]. 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