The reason why modern teaching methods dont work - Prof. William Reville (2 maart 2015: The Irish
Time)
Whole-class teaching, in which childern learn to use their
long-term memory, has been abandoned for a more personalised, naturalistic
approach, and its been a disaster
In the whole-class teaching method, the teacher stands at
the blackboard, teaches the whole class the established body of knowledge,
tests the children with questions and ensures a disciplined class environment.
This type of teaching was the norm in Ireland until the 1960s. Above,
schoolchildren in the west of Ireland in 1955. Photograph: Three Lions/Getty
Images
In the whole-class teaching method, the teacher stands at
the blackboard, teaches the whole class the established body of knowledge,
tests the children with questions and ensures a disciplined class environment.
This type of teaching was the norm in Ireland until the 1960s.
Substantial reports warn us that educational attainment at
all levels is declining in English-speaking countries (Stopgradeinflation.ie;
OECD Reports 2007 and 2014). A UK maths primary teacher delegation recently
visited Shanghai to investigate why Chinese children score 30 per cent higher
on international tests than children in the UK. The teachers reported that much
of Chinas success is down to its teaching methods, methods the UK and Ireland
have moved away from over the past 40 years. The research I have read indicates
that newer teaching methods are sharply inferior to the older teaching methods
they supplanted.
China uses the traditional whole-class teaching method, in
which the teacher stands at the blackboard, teaches the whole class the
established body of knowledge, tests the children with questions and ensures a
disciplined class environment. This type of teaching was the norm in Ireland
until the 1960s, when educationalists argued that it was too authoritarian and
introduced new child-centred approaches that encourage students to discover
knowledge by themselves, working at their own individual speed or in groups in
a minimally guided environment, with the teacher offering support.
The newer methods largely dispense with rote-learning such
as memorising multiplication tables and doing mental arithmetic, give children
more control over what happens in class, base learning on childrens interests,
present information in students preferred learning styles (whether by sight,
sound or movement) and continually praise students. These newer teaching
methods are intuitively appealing but their effectiveness is supported by very
little empirical evidence.
Minister for Education Jan OSullivan said she did not think
it is fair on the students if we continue to prevaricate on the issue of
Junior Cert reform.
Jan O Sullivan: We cannot continue to negotiate forever,
she said at the Labour Party conference in Killarney. Photographer: Dara Mac
DónaillSchool managers to be briefed on junior cycle implementation plan
The scientific reviews I have read (such as Paul Kirschner
and others in Educational Psychologist, 2006) claim that the new methods are
far less effective at imparting knowledge to students than whole-class teaching
methods. Nevertheless, academic educationalists have successfully resisted any
reintroduction of whole-class teaching methods. However, the climate is
changing. Following the teachers visit to China, Britains minister for
education Nick Gibbs told the Mail on Sunday: I would like to see schools
adopt whole-class teaching methods, particularly in maths and science.
JE Stone describes, in Education Policy Analysis Archives
(1996), how child- centred teaching methods emerged from a long-standing
educational doctrine called developmentalism, a form of romantic naturalism
focusing on natural development. It has long pervaded teacher education,
stimulating sharp teacher discomfort with anything perceived as incompatible
with natural development.
A review of more than 200 research studies to identify
teaching elements with the strongest evidence of improving attainment was
published by the UKs Sutton Trust in October 2014. It identified common
practices that have no grounding in research but can be harmful, including
using praise lavishly, allowing learners to discover key ideas by themselves,
grouping students by ability and presenting information to students based on
their preferred learning style.
Indeed, as Kirschner explains, consideration of the short
and long-term memory architecture of human cognitive structures clearly shows
that child-centred minimum-guidance-during-instruction teaching methods cannot
lead to effective learning. Long-term memory is the dominant structure of human
cognition. Problem-solving skills draw on the extensive experience stored in
long-term memory. The aim of all instruction is to add to long-term memory, and,
if nothing is added, nothing is learned.
Working memory can only process a small number of elements,
and almost all information stored there and not rehearsed is quickly lost.
Minimal guidance methods proceed as though working memory has no relevant limitations
when dealing with novel information. On the other hand, whole-class teaching
aims to give specific guidance on how to cognitively manipulate information and
store the results in long-term memory.
Academic educationalists who formulate teaching methods do
not seem to privilege scientific evidence, preferring a romantic naturalism
that appeals to left-liberal philosophy. If medicine had evolved along a path
informed by naturalism we would not have the benefits, for example, of
antibiotics or vaccination.
William Reville is an Emeritus Professor of Biochemistry at
UCC. understandingscience.ucc.ie
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