The author debugs the constructivist and inquiry, project-based learning very sensibly. He is a math teacher who has taught extensively and directed programs, and his personal detailed experience is evident. Education colleges don't teach much about memory functions, so his arguments lack the power of cognitive neuroscience findings. For example, the author could use implicit memory research, which explains the properties of laboratory and hands-on performance.
Given the usually outdated education instruction, the author only mentions working memory halfway through the book. And he does not mention the crucial concepts of fluency and automaticity acquired through practice, so that items can be linked and pass into one through working memory. He misses the no. 1 implication of working memory, that speed is the prerequisite of all performance. We must either recall in 2-3 seconds, or we can't deal with a situation. Knowledge that is recalled after a test or a real-life situation is of little use.
Given the above, the author could specify that inquiry and project-based approaches may work for high performers who are already automatic in the component skills. For the rest, explicit, bottom-up instruction and practice create the needed fluency and automaticity needed for more complex work.
For explanations, the author to cognitive load theory. It's a 1990s interpretation of working-memory research that most Australian educationists use. It's better than no working memory reference, but it is not very precise. But explanations aside, the book is accurate and fairly succinct.
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From the Publisher
The evidence base for explicit teaching and direct instruction is strong. It is not inferior to asking students to figure things out for themselves – quite the reverse. Once you take responsibility for fully communicating complex concepts, rather than somehow infusing them incidentally into students’ minds, it becomes a series of technical challenges.
What is the best way of presenting a fraction? How can we communicate Lenz’s law to avoid a common misconcep¬tion? Exactly what do students need to know in order to discuss Truman’s decision to use atomic weapons against Japan?
This is your essential guide to how direct instruction and explicit teaching can make you a better teacher.
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Top reviews from other countries
A.H.
It all makes sense, also according to cognitive psychology research
Reviewed in the United States on May 7, 2022Verified Purchase
@RodSaavedra4
Great facts about how humans learn.
Reviewed in Mexico on January 17, 2021Verified Purchase
Dr Gail Brown
Learn how to be more effective in your classroom!
Reviewed in Australia on February 17, 2021Verified Purchase
Nathan Parker
Ideal book on this subject
Reviewed in the United States on January 3, 2021Verified Purchase
Cat
A call to common sense and evidence-based practice
Reviewed in the United States on June 21, 2021Verified Purchase
