why are you being so diligent about pursuing this?
I am not much diligent, but even if I were, I doubt my ability to state true reasons for my participation in online discussions.
The differences between DI and anything else (‘normal’ education and competing models together) as shown on those graphs from Project F-T are really impressive.
If it wasn’t clear, I didn’t mean differences in results, but differences in method. That’s still what I was complaining about: I have read several times how magnificent DI is, but still haven’t learned what the hell DI consists of. Well, I have a rough idea now, but it isn’t based on unambiguous statements.
Analogy: Imagine that you were trying to explain physics …
This was getting interesting, but was interrupted exactly at the moment when I expected you to write the most important part: how does a DI teacher explain Newton’s laws? Can you show?
From the continuation comment:
“Faultless communication” is the basis of the stimulus-locus analysis branch of the theory. If faultless communication fails with a particular learner, that gives you specific information about how the learner is not using the two-attribute learning mechanism. That tells you to shift to the response-locus analysis branch of the theory to figure out how to modify the learner so that they do use it (and the stimulus-locus analysis is more just an application of normal behavioural analysis to the situations encountered around the context of DI)....
This sound extremely vague (much vaguer than Newton’s laws ever sounded to me). Faultless communication is, as far as I understand, a technical term with some precise meaning. What’s its meaning? How is it defined? What are the basics of the stimulus-locus theory? I assume majority of LW readers aren’t familiar with the theory and if it is a key component of DI, you should give at least a brief explanation of its basics.
You teach algorithms through ‘cognitive routines’ …
Once more, nine paragraphs or so and I am not able to make sense of it (probably because I don’t know the specialised vocabulary). Somewhere in your original post you said that DI is based on algorithms which teachers apply and this doesn’t need the teacher to understand DI on theoretical level. So, consider me such a teacher who wants to teach multiplication and give me an algorithm to follow.
I… find myself quite surprised at the way my understanding of your response to my question (round the first three bullets) doesn’t seem to address what I meant to ask. Was I not clear enough, or were you just skimming around there (not that I don’t understand you skimming occasionally at this point).
Man, I just read the first sentence of this comment back to myself, and...
Well, I’ve been working on less than four hours of sleep a night for the past three days. I’ma try to keep this short by giving only a limited treatment of one point you asked about, go to bed, and give you something more detailed later.
You teach algorithms through ‘cognitive routines’ …
Once more, nine paragraphs or so and I am not able to make sense of it (probably because I don’t know the specialised vocabulary). Somewhere in your original post you said that DI is based on algorithms which teachers apply and this doesn’t need the teacher to understand DI on theoretical level. So, consider me such a teacher who wants to teach multiplication and give me an algorithm to follow.
All right, I’ll ask in the DI community for advice on good examples of places in programs that teach cognitive routines (well, places that review the whole routine at once, since the initial teaching of all the components is distributed over long sections of the script, of course). (I’ll also ask if they can give me the reference to the experimental evidence on the 1-20 vs 1-99 thing, and so on.)
But yeah, the section of Theory of Instruction on “Constructing Cognitive Routines” begins on page 191 of the text, so you being a bit confused after only nine paragraphs written by a student pretty much reciting an outline of their own mental notes is not that odd.
If you could possibly find the time to check the online catalogs of any university libraries near you to see if they have the book… because if you could easily get your hands on a copy, it wouldn’t be too hard to just try skimming the section and chapter summaries.
I am not much diligent, but even if I were, I doubt my ability to state true reasons for my participation in online discussions.
If it wasn’t clear, I didn’t mean differences in results, but differences in method. That’s still what I was complaining about: I have read several times how magnificent DI is, but still haven’t learned what the hell DI consists of. Well, I have a rough idea now, but it isn’t based on unambiguous statements.
This was getting interesting, but was interrupted exactly at the moment when I expected you to write the most important part: how does a DI teacher explain Newton’s laws? Can you show?
From the continuation comment:
This sound extremely vague (much vaguer than Newton’s laws ever sounded to me). Faultless communication is, as far as I understand, a technical term with some precise meaning. What’s its meaning? How is it defined? What are the basics of the stimulus-locus theory? I assume majority of LW readers aren’t familiar with the theory and if it is a key component of DI, you should give at least a brief explanation of its basics.
Once more, nine paragraphs or so and I am not able to make sense of it (probably because I don’t know the specialised vocabulary). Somewhere in your original post you said that DI is based on algorithms which teachers apply and this doesn’t need the teacher to understand DI on theoretical level. So, consider me such a teacher who wants to teach multiplication and give me an algorithm to follow.
I… find myself quite surprised at the way my understanding of your response to my question (round the first three bullets) doesn’t seem to address what I meant to ask. Was I not clear enough, or were you just skimming around there (not that I don’t understand you skimming occasionally at this point).
Man, I just read the first sentence of this comment back to myself, and...
Well, I’ve been working on less than four hours of sleep a night for the past three days. I’ma try to keep this short by giving only a limited treatment of one point you asked about, go to bed, and give you something more detailed later.
All right, I’ll ask in the DI community for advice on good examples of places in programs that teach cognitive routines (well, places that review the whole routine at once, since the initial teaching of all the components is distributed over long sections of the script, of course). (I’ll also ask if they can give me the reference to the experimental evidence on the 1-20 vs 1-99 thing, and so on.)
But yeah, the section of Theory of Instruction on “Constructing Cognitive Routines” begins on page 191 of the text, so you being a bit confused after only nine paragraphs written by a student pretty much reciting an outline of their own mental notes is not that odd.
If you could possibly find the time to check the online catalogs of any university libraries near you to see if they have the book… because if you could easily get your hands on a copy, it wouldn’t be too hard to just try skimming the section and chapter summaries.