Student Math Video in 3 parts

From Peninsula High School, a Project, by Andrea Gagliano examines the controversy regarding math instruction with minimal guidance.

It’s in 3 parts:

Math Divided: http://www.youtube.com/watch?v=49ji1ffUxhs

Pro and Cons of Both Sides: http://www.youtube.com/watch?v=gF-WTlMUESo&feature=related

SAT Preparation: http://www.youtube.com/watch?v=w4MHC5AeGlc&feature=related

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Making Learning Visible

In regard to:
"Discovery/Inquiry" vs: Example Based "Explicit/Direct Instruction"

Meta Studies examine the results of many, many, studies in a search for what works best so that better instruction decisions can be made.

John Hattie published "Visible Learning" which uses 800 meta studies which collectively looks at 83 million students and found the following effect sizes:

Problem based teaching = 0.15
Inquiry based teaching = 0.31
Direct Instruction = 0.59

Effect sizes below 0.40 indicate that practice is very likely to be ineffective,
while those above 0.40 should be seriously looked at for classroom use.

It is clear from Hattie's work as to why under Dr. Bergeson's 12 year push (1996-2008) for Inquiry based "Reform Math" math remediation rates soared. Mathematically weaker and weaker high school graduates entered Washington colleges. This continues today.

To improve a system requires the intelligent application of relevant data.
-- -- W. Edwards Deming (1900-1993)

The Central Administration and School Directors in far too many school districts are lacking intelligent application of the relevant data when making math related decisions.
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If you wish to really know what works rather than being manipulated by anecdotes presented during "Professional Development", then order Visible Learning: A synthesis of over 800 meta-analyses relating to achievement by John Hattie.
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The video is great because she attempts to be fair. But, the majority of people watching the video are going to take away the following as very important points:

1) The student saying that math class was better when the teacher guided them, because when it was student guided they didn't necessarily learn the math as well.

2) The student complaining that he didn't even recognize some of the math required on the PSAT.

3) The teachers explaining that the parents could not use the book to help their student.

4) The teachers explaining that the student could not make up work or self-guide learning because the book was for discovery only.

5) The science teachers unanimously opposed the reform math because the students came unprepared for science class.