Dylan Kane

I don't know, that feels like saying NAEP scores are impossible to improve. Are you saying, "there's this middle grades intervention (knowledge-rich curricula) that helps kids read better, but the results will never show up on NAEP?

Just did a very quick search and found this, most of the fadeout from preschool happens in K but some gains persist. But I would want to find a bunch more. www.mdrc.org/news/announc...

There Are No Miracles in Education can we please not redo the Waiting for "Superman" era of ed discourse? please?

Good question, would be fun to explore. I have a vague memory of preschool washout being on the order of 4 years but I could be wrong. I agree it's a bit weird to find no sign of the 4th grade gains. Freddie's take is worth reading. freddiedeboer.substack.com/p/there-are-...

this is a bit of a copout but the same reason all other education interventions (preschool, charter schools, etc) fade. There's some sort of very powerful regression to the mean in education. Except it's not regression to the mean, it's regression to demographics.

All fair points. I should listen to the podcast. Glad it made you think!

I also teach a lot of english language learners, so I see turn and talk as having intrinsic value of getting lots of kids talking, in addition to the learning value of rehearsal/retrieval/consolidation etc.

Key principles of getting turn and talk right: choose questions with a high success rate, keep it short, ask clear and specific questions, actively monitor. I think those are way easier than all the setup to get your class culture right for cold call.

I agree turn and talk is often used poorly. I'm skeptical it's harder to get right. First, there are fewer negative consequences for getting it wrong. Cold call done poorly can alienate students and turn class culture negative. Turn and talk can lead to off-task chatter but that's not as bad.

my take: skip-counting is the bridge from addition to multiplication. If students can't skip-count by 3s, when we try to teach 2x3=6, 3x3=9, 3x4=12 they are harder to remember. Skip-counting helps students connect those numbers to 3, connecting new multiplication facts to math they already know.

Neat! I will add it to my list.

thanks! Is the novel good? I've been reading too much nonfiction recently, I'm looking for a good novel.

Get Students Thinking, Consequences Edition We learn what we think about

Some classroom management thoughts:

fivetwelvethirteen.substack.com/p/get-studen...

"Just Enough" Sets of Word Problems Students learn what they think about

"Just Enough" word problems:

fivetwelvethirteen.substack.com/p/just-enoug...

A Little Theory Quick thoughts on adult learning vs student learning

A little theory

fivetwelvethirteen.substack.com/p/a-little-t...

A Fun Problem You can do a lot with a piece of paper

A fun problem:

fivetwelvethirteen.substack.com/p/a-fun-prob...

The Motivation Fractal Success leads to motivation

The motivation fractal:

fivetwelvethirteen.substack.com/p/the-motiva...

Dos and Don'ts of Do Nows Don't do too much...now

Do Nows

fivetwelvethirteen.substack.com/p/dos-and-do...

Patience The joys of middle school

Patience:

fivetwelvethirteen.substack.com/p/patience-59b

Videogamification of Learning The costs of learning from a screen

Videogamification of learning:

fivetwelvethirteen.substack.com/p/videogamif...

Thanks! Glad it's helpful.

Break It Down An example

Break it down:

fivetwelvethirteen.substack.com/p/break-it-d...

Don't Talk to Me About the Factory Model of Education And a bit of a rant about lazy thinking in education

A rant about the factory model of education:

fivetwelvethirteen.substack.com/p/dont-talk-...

The Power of Preteaching Don't play catch-up, preteach instead

A post on preteaching:

fivetwelvethirteen.substack.com/p/the-power-...

A Nice Worksheet My annual-ish post where I argue that giving students pieces of paper with math problems on them is good

A nice worksheet:

fivetwelvethirteen.substack.com/p/a-nice-wor...

I'm not sure but I think I favor process-oriented leadership, while making sure there's a place for teacher autonomy. The process would be, ie, giving teachers time to analyze data and make a plan for intervention, but less focus on filling out a template and more autonomy for what teachers do next.

Yea I see some of that. I wonder how much is driven by the messages teachers hear from school leaders. Not intentionally, but when all leaders seem to care about is following the behavior matrix or whatever, that can drive those justifications.

My impressions are pretty anecdotal. I would say yes but I also see it as part of a long-term trend. I'm not convinced it's increasing because of the pandemic, so much as it's increasing because of a longer arc toward tight coupling and accountability.

Glad you liked it! That's one of my favorites.

thanks!

Soulless Teaching What it is and where it comes from

Soulless teaching:

fivetwelvethirteen.substack.com/p/soulless-t...