comes a part of what Ms Hayes had to say:

THE ELEPHANT-IN-THE-ROOM QUESTIONS:

1) WHY IS SO MUCH EXTRA TUTORING OF BASIC SKILLS NEEDED TODAY FOR LOW INCOME STUDENTS IN AMERICA?

In other words, why are we as taxpayers HAVING TO PAY TWICE FOR THE SAME WORK for so many children? Is the fact that this is typical government work supposed to satisfy us?

2) WHY IS SO MUCH EXTRA TUTORING NEEDED FOR MIDDLE INCOME AND/OR UPPER INCOME STUDENTS SIMPLY TO HELP THEM COMPETE IN THE GLOBAL MARKET FOR MATH RELATED PROFESSIONS/CAREERS?

Why are taxpayers also having to pay twice for their children’s education with specialized private tutoring?

3) WHERE ARE OUR LEADERS? I have visions of these folks needing the sign I had over my principal's desk to remind me of my daunting task: "Where are they? Have you seen them? Which way did they go? I must find them! I AM THEIR LEADER." In other words, I had to keep up with my people at all times, in all phases, and in all places.

"

**We need to push the schools and the providers to get it right,**" said Piche.

Just to help educate those who are telling us how to run schools:

**If you want specific outcomes, it's called "direct instruction" and "modeling."**

If you want "feel good" solutions, it's called "discovery learning."

Do you know the difference?

Do you understand how NOT knowing the difference has brought American education to its knees on an international scale?

Do you understand how NOT knowing the difference has brought American education to its knees on an international scale?

## 3 comments:

The perspective coming from the W. Virginia public was shocking. Attacking children. They should open an Everyday math book for once and see why children aren't learning. Also, the idea that it takes two years to train teachers how to use Everyday Math is equally shocking - that a particular method of teaching is aligned to a textbook is rubbish.

And once again there is not one shred of evidence to show either that it is true or that it is effective. Singapore recommends 100hours of training per teacher and most publishers provide around 25 hours of training.

Singapore training focuses on the content and how to teach the mathematics within the content.

Reform math training focuses on generic pedagogy. The teachers have no more understanding of math content after 25 hours than when they started.

When Example based instruction is used. The students and their teachers if content deficient can learn the content.

We hear increasingly that the elementary teachers as a group do not know enough math content. They are unlikely to learn any given the Reform Math books they are using and the "Professional Development" they receive.

Excellent point and I think that should be emphasized. It was the same for College Preparatory Math - teachers went through each unit and covered each problem thoroughly. I didn't know Everyday math was generic - I noticed the games in the textbook (are not teachers given training in how to use the book?)

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