Read Part 1 of this 3 part article | Read Part 2

A Couple Loose Analogies

Picture totalitarianism on one end of a scale and anarchy on the other. Both have issues but for different reasons. Totalitarianism is like Capital “D.I.” Direct Instruction where they attempt Prussian style education of forcing knowledge into heads. Here’s your task, repeat it. Constructivism is akin to anarchy. Anarchy always always leads to a Democracy (moral relativism as the group makes decisions) and always ends with an oligarchy of power at the top (ie. totalitarianism) where a few excel and the rest are drones. If these are the extremes, then what’s in the middle? Traditional education. I guess you could say it’s like a republic between these two extremes.

Lets try another. How should we answer a child if they asked, “how can I know God is really there?” Under a Capital DI (Direct Instruction) model we might see people saying “memorize this prayer and say it 10 times and know that God is there because it’s so.” Under constructivism you might have a teacher say, “Well why don’t you get together with a few friends and come up with a strategy to pray?” Under traditional education we might say, “prayer is communication with God. He wants to communicate with you. Let me teach you about prayer and then you try it out. I would like to show you what others have experienced with prayer in the scriptures so you have some concrete examples. Look at their experiences. You can experience this too if you learn the principles of prayer.”

Wrapping the End to the Beginning

Remember in part 1 of this article where I talked about Daniel Pink’s work on motivation? Motivation is driven by 3 things: autonomy, mastery, and purpose.

Under capital D.I., you do move toward mastery, but even though you have individualistic learning, your autonomy is hampered by the rigid straight jacket of the curriculum. There is no exploring outside the path set for you. You are told what to do, and you do it, and you’re tested on it, and you stick to the programmed schedule. The education system hinders true education. John Taylor Gatto said schools are good at schooling but not very good at educating and extreme D.I. fits that like a glove. Schooling is all about obedience, while educating is about learning. You can have purpose as you realize you are learning math with a future goal in mind, but it’s not the kind of purpose born of deep intrinsic desires when you have autonomy to pursue your dreams and educational desires.

Under constructivism, you don’t have mastery because it’s so dumbed down you can’t even build a foundation. You don’t even have as much autonomy as D.I. because now you have an emphasis on work that is socially oriented, or assignments so far below your capabilities that you become bored out of your mind. You may have some purpose if you have a goal, but without mastery your purpose will fade and the light of your dreams will go out (as has happened for tens of thousands of graduates just in Alpine School District who graduated with A’s and didn’t know their times tables or long division). These poor students went to college with shattered dreams only taking them to remedial math.

Under traditional direct instruction education, also known as classical education, you should have all 3 elements with intrinsic motivation and rewards and not extrinsic ones that can sap your motivation by making you do it for the reward. It’s not animal conditioning, and it’s not socialistic learning. What does this look like? Homeschooling can do this. Many classrooms in schools with good teachers who are well educated in their subject matter might also qualify. There are tons of good teachers, but they are shackled by red tape nonsense and dumbed down by professional development that indoctrinates them in constructivism instead of content knowledge they can impart to students. Schools of education are by far, doing the most damage in this area telling students that “all the studies show this is the best way to teach math” and pushing constructivism on those students. The truth is there are no studies that support constructivism. Unfortunately the structure of schools interrupting learning every 50 minutes or so to send students on to the next subject is also a barrier to learning, but great for schooling them in obedience and being on the clock.

For years I’ve advocated against Investigations math (constructivist type program) and in favor of Singapore math and Saxon math. Singapore math (only the Primary Math series from www.singaporemath.com) is in my opinion, perhaps the very best program available. It lays a great foundation for children in elementary levels and there is solid material in the upper grades once you’re done with Primary Math. Singapore is direct instruction (lower case “d.i.”, ie. traditional math) where children truly think through things and arrive at answers. Saxon math is heavily scripted. It definitely falls toward the capital D.I. side from where Singapore is, though it has “softened” a bit over the years. I’ve had children in all 3 of these programs. Investigations is a nightmare for everyone involved. Saxon and Singapore are great programs and I’ve seen some impressive assignments in Saxon math that made me really glad my children were in it instead of other alternatives (though I would still prefer Singapore Primary Math).

Both DI and constructivism have some techniques which can help some students, but when we just stick to the extremes (like Investigations math), we are going to dumb down our children and actually reduce their drive to excel. We’re reprogramming children from being intrinsically motivated to extrinsically which leads to a loss of “flow” or “focused motivation” by taking away autonomy, mastery, and purpose. Charlotte Iserbyt criticizes computer software education programs for this very reason that the reward mechanism in the program meant to give a student a success cue, actually damages the intrinsic motivation as well. Digital learning is excellent in some areas, but can be harmful when it steps into rewards because then children come to expect rewards. Video games are designed to be addictive because they introduce rewards to players in such a way that they want to continue for the next reward. Bill Gates has declared that he wants learning to be game-based because winning can be a motivator. This is exactly what Daniel Pink said will turn into a demotivator. What happens when those children graduate and find life isn’t a game and the best things in life come from intrinsic motivations?

Unfortunately in Utah, our state office of education is pushing the failed constructivist approach to education. Schools of education like the McKay School of Education at BYU push this nonsense. The Math Education Department at BYU proved constructivism is an utter failure when they took honors freshmen calculus students and in the name of giving them a “deeper understanding of math,” had them score at the bottom of all 17 regular calculus sections that semester. Why does this persist? John Goodlad’s philosophies are set in the hearts and minds of educators and change is hard.

Is this tied to Common Core? Absolutely! The Utah State Office of Education (USOE) had the opportunity to implement Common Core in different ways. They chose to have Utah implement it in the “integrated” fashion for upper math along with Vermont, instead of discrete years of math like every other state. Dr. David Wright at BYU’s Math Department warned them this was a bad idea because there were no textbooks available written with this integration, but they told him they had it under control. They hired 5 constructivist educators from around Utah and wrote their own horrible curriculum for districts to use with Common Core. They are constructivist dreams. No content, just problem sets. They can’t even be called textbooks. They told us we needed Common Core so that we would have portability of students across state lines, when in reality, we have no ties to other states schedules of learning in upper grades because of this integrated approach. The USOE has also chosen to push the constructivist method in their professional development to districts. Utah could have so much better, but for our state office of education.

Where should we go from here? Full local control of education. Close the USOE, decentralize education, and let parents in the local schools determine their own high standards and what goals they want for their children. I believe the philosophy should be an Agency-Based Education which maximizes freedom to learn, is individualized (and if done right, intrinsic) for each student, and puts parents back in the driver’s seat. Parents who are responsible for their children’s education instead of relying on the state to set what their children need to know, will pay closer attention to detail and figure out what really works and what doesn’t. We don’t need state educrats determining the best philosophy for hundreds of thousands of unique children and pushing it down on them without parental input and guidance. Especially when those philosophies are proven to demotivate and damage our children’s brains.

Additional Resources:

The Leipzig Connection (On Amazon – excellent book on the history of education)

Charlotte Iserbyt’s Deliberate Dumbing Down of America (free online book – get the PDF now)

Tracy Hayes, an education researcher in Massachusetts wrote a helpful article further explaining the difference between Direct Instruction and traditional education.

Read Part 1 of this 3 part article

In the Schools Today

2004 was my pivotal year. My oldest was in 3^rd grade and I discovered that Alpine School District was no longer teaching the times tables or long division to children and hadn’t for at least 3 straight years. What in the world was happening?

Alpine and several other districts had partnered with BYU’s McKay School of Education under the leadership of John Goodlad in 1983, forming a Public School Partnership, and they were pushing an educational philosophy called constructivism. The basis of this theory is that knowledge is socially constructed, or in other words, a democratic approach to knowledge and morals. This moral relativism is at the heart of constructivism. Another notion is that when knowledge is constructed, it is retained better. That can be true, but it also means a tremendous loss of foundational knowledge that could have been obtained by someone with an efficient algorithm. Constructivism is heavy on group work, deemphasizing the individual and emphasizing the collective efforts of students who come up with “strategies” to approach problems. It is also called inquiry-based learning for the approach that students should inquire to learn. The process is also deemed more important than the result so students might get no right answers on an exam but still score high on the test for showing a lot of work.

Constructivists have a philosophical difference in opposition to Direct Instruction methods of teaching which comes out of the stimulus/response system of behavioral psychologists like B.F. Skinner. At the extreme, the Direct Instruction method of teaching can tend to not produce long term retention because it’s geared more toward telling a student exactly what must be learned, and then regurgitating it.

Several years ago when I was pondering the lunacy promoted by Goodlad and embraced by seemingly intelligent adults in Alpine School District’s leadership, I came across Project Follow-Through. This was the largest education study ever performed. A billion dollars spent tracking about 170,000 students over decades of time to determine which educational model was most effective in teaching children. The results were stunningly clear. Constructivist math oriented programs like Investigations, Connected, and Interactive math used by Alpine School District were utter failures. Anyone with a shred of common sense knew that intuitively, but it was nice to see it confirmed in a government funded study. Direct Instruction crushed the competition. Naturally, sharing this with the ASD school board and administration had no effect to course correct their direction and do what was best for the children in the district because they were steeped in John Goodlad’s philosophy and regularly taught with him at his annual NNER conferences. Our superintendent even served on Goodlad’s NNER executive committee.

What I didn’t realize when I jumped into the math fight was that although these results were a stunning indictment of constructivism, they were also missing something important about Direct Instruction.

The Deliberate Dumbing Down of America

Charlotte Iserbyt was a senior policy adviser to President Reagan on education matters. She went to work at the Department of Education (DOE) and after discovering what they were up to, stayed after hours to copy and document what these people were doing to American children. Her work was later published as The Deliberate Dumbing Down of America. I strongly urge everyone reading this to go to her website and download and save a free copy of this PDF book to your hard drive (after you finish reading this article :)).

While reading The Deliberate Dumbing Down of America (DDDoA), I came to realize that “Direct Instruction” is not the same thing as “direct instruction.” One is a program and the other is a method.

Siegfried Englemann created the DISTAR (Direct Instruction System for Teaching Arithmetic and Reading) program which followed a heavily scripted sequence where the teacher would read something to the children and get constant feedback to ensure they were on track and learning what they were supposed to. As seen in Project Follow Through, this method was vastly superior to constructivist philosophies, but it had its own drawbacks as well. Little case “direct instruction” was simply traditional educating and it was not part of the Project Follow Through study. Here’s a quote from DDDoA.

[Ed. Note: Although the evaluation of [Project] Follow Through cited some academic and self-esteem
gains at some Direct Instruction model sites, it would have been virtually impossible for these
gains not to have been made considering the models with which they were compared—the
non-academic focus of the “touchy-feely” open classroom. Had the Direct Instruction model
been in competition with a traditional phonics program which was not based on animal behavioral
psychology (“scientific, research-based”), it is most unlikely it would have been able to
point to any gains at all. Unsuspecting parents in the 1990s seeking more structured academic
education for their children than can be found in schools experimenting with constructivistic
developmental programs (whole language, etc.) are turning to DI, not realizing they are embracing
a method based on mastery learning and animal psychology.]

Charlotte’s lengthy book exposed all these educational fads and rackets. One paper she wrote concerned Reagan and the DOE contained this clip about John Goodlad. (emphasis mine)

One night, while looking for a typewriter ribbon, I noticed in the

corner of a storage room a box entitled “The Goodlad Study“. I just

about had a heart attack since I had been following this world famous

international change agent’s subversive activities for many

years, especially when I served as a local school board member

prior to going into the Department of Education. Much of the values

destroying curricula and school organizational restructuring

could be laid at his feet. This particular box held a gold mine of

information regarding the efforts of the tax-exempt foundations

and the federal government to implement the United Nations

agenda, to restructure American schools for global government. I

couldn’t believe what had landed in my lap! Four books, all published

by McGraw Hill, were commissioned for this Study. They were:

John Goodlad’s “A Place Called School”; Don Davies’ “Communities

and their Schools” which laid out the socialist/communitarian

agenda to be implemented in America through the schools, pointing

to communist countries as models; Jerome Hausman’s “Arts

and the Schools” which dealt with how to use the arts to change

students’ perceptions and values; and the worst one of all, James

Becker’s “Schooling for a Global Age” which contained the

Foreward by John Goodlad from which parents love to quote:

“Parents and the general public must be reached also.

Otherwise, children and youth enrolled in globally oriented

programs may find themselves in conflict with values

assumed in the home. And then the educational institution

frequently comes under scrutiny and must pull back.“

As an aside: when I returned home I called McGraw Hill to order the

books and was told they were not yet published but that they would

put me No. 1 on their list which they did. Later, when I checked

back with them, they said: “Don’t worry, Mrs. Iserbyt, we’ll get them

to you as soon as they are received; you are No. 1, even ahead of

each of the 50 Chief State School Officers.” That sure told me something

about how important these books were and exactly who would be

carrying out the radical agendas promoted in each one of them.

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Continued in Part 3

Sacrilege! Direct Instruction is bad??? By the end of this 3 part article I hope to explain what I mean by this before my homeschool and charter school friends storm the castle, though they do have something to ponder.

Background: What Motivates Us

I recently listened to a book on tape called “Drive,” by Daniel Pink. The book is about the science behind motivation. It’s a fascinating subject explaining the appropriateness of reward systems and what increases or decreases motivation. He says that what we really seek is autonomy, mastery, and purpose. When we are given high amounts of autonomy, the opportunity to perform challenging work at our level of competency so we experience growth, and have meaningful purpose behind what we are doing, we experience something called flow, a term coined by psychologist Mihály Csíkszentmihályi (http://en.wikipedia.org/wiki/Flow_%28psychology%29) meaning focused motivation. When we are denied these 3 elements in various degrees, we do not gain the state of focus and concentration to maximize our performance. You need to understand this to understand one of the educational philosophies I’m going to discuss.

Everyone is motivated either intrinsically or extrinsically. We are also rewarded either intrinsically or extrinsically. You either get joy out of what you’re doing, or something external to you is your reward for doing it. What the studies show is that when extrinsic motivators are used incorrectly, it can destroy intrinsic motivation and damage that mechanism altogether. There are times when both can be used effectively, but when intrinsic motivation is key, such as in the area of education, then introducing extrinsic motivators can cause serious harm to the true long-term goals we have of children becoming life-time learners.

Here’s how it works. If someone is doing algorithmic work that could perhaps be automated and doesn’t require creative thinking, those actions can be motivated by a reward or incentive system where the person knows they will be rewarded for completing the task. For example, moving boxes from one side of a warehouse to the other or raking the leaves. These don’t require creative processes (under most circumstances) and so you can incentivize them.

However, as soon as you step into anything requiring thinking and creativity, to provide an extrinsic motivator actually decreases motivation and outcomes because what the individual could have done for intrinsic purposes has been made to appear to be work instead of play. Instead of striving for mastery for the challenge itself, the bribe/incentive/reward turns it into work. Once on that path, rewards motivate people to seek rewards. In studies mentioned in Daniel’s book, creative people are less creative when they know there is a reward in it for them as if doing the thing itself isn’t enough. For example, asking a child to read a book because it’s exciting and fun would turn into work for them if you offered them $10 to read it because they would begin to perceive that if you have to pay them to do it, you might be thinking they really won’t like it and must motivate them with money.

If you’d like to watch Daniel Pink’s TED talk on motivation, it’s highly worth watching: http://www.ted.com/talks/dan_pink_on_motivation.html

A Little Education History

Now we need to lay a little education history framework before we get to the meat of what’s going on.

In the early 1800’s, the Prussian army was frustrated that its soldiers weren’t performing on the battlefields with precise order. They wanted to make sure that future soldiers didn’t have this problem so they implemented compulsory education on their children and began psychological approaches to education to create the desired result of obedient children that would do exactly as they wanted.

Hallmarks of this Prussian education system included compulsory attendance, national training for teachers, national testing for students, national curriculum for each grade, and mandatory kindergarten. The philosophy it was based in was that humans were scientific objects. There is only a body, brain, and nervous system. There is no God, and no spirit, so everything in this scientific object was subject to a stimulus/response system.

In the mid 1800’s, Horace Mann was trained at Leipzig university in this methodology and returned to America to implement it here. Up until this time, compulsory education was not used in America. When it was implemented, parents rose up to stop it and the militia was called out to force children to public schools until the practice became accepted. John Taylor Gatto talks about this in his acceptance speech when he was awarded the NY City Teacher of the Year award for the 3^rd time. He also points out that prior to compulsory education, the literacy rate in Massachusetts was 98% and after compulsory education was implemented it dropped and has never exceeded 91% since then.

G. Stanley Hall was another trained in this philosophy at Leipzig and he was John Dewey’s mentor. In 1934, John Dewey became one of the original signatories of the humanist manifesto. The manifesto was a socialistic, atheistic, religious document pronouncing that there was no God or spirit and that man was to fare according to his capabilities. Throughout his life, Dewey sought to use the school system to implement collectivist philosophies on children in an attempt to have them lose individuality and promote socialism.

Dewey wrote, “children who know how to think for themselves spoil the harmony of the collective society which is coming, where everyone is interdependent.” (Human Events, 10/18/96)

He also wrote, “you can’t make socialists out of individualists.” (Gordon, What’s Happened To Our Schools? P. 16)

Another well known individual trained at Leipzig was Ivan Pavlov, famous for his bell ringing generating salivation in dogs. Introduce a stimulus and reward a proper response and these psychologists trained children the same way. To them, there was no such thing as children with divine potential and individual God-given talents and abilities, they were lumps of clay ready to be formed to whatever the teachers desired them to become, given the proper stimulus of course. Correction, Horace Mann referred to children as “wax,” not clay.

What did these psychologists want teachers to do to children? Dr. Chester M. Pierce, Harvard professor of education and psychiatry said this in this address to the Childhood International Education seminar in 1973.

“Every child in America entering school at the age of five is insane because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well – by creating the international child of the future.”

Benjamin Bloom, another psychologist and educator, most famous for his work on his hierarchy of learning, said we needed to move children toward higher order thinking and defined it like this.

“…a student attains ‘higher order thinking’ when he no longer believes in right or wrong. A large part of what we call good teaching is a teacher´s ability to obtain affective objectives by challenging the student’s fixed beliefs. …a large part of what we call teaching is that the teacher should be able to use education to reorganize a child’s thoughts, attitudes, and feelings.”

So we can immediately see that those who strongly influence the education system are in many cases corrupt godless individuals who desire nothing more than to take children out of the home at young ages and reshape their belief system.

Last year the Texas Republican Party amended their platform to include this new item, demonstrating that they understood this issue very clearly.

“Knowledge-Based Education – We oppose the teaching of Higher Order Thinking Skills (HOTS) (values clarification), critical thinking skills and similar programs that are simply a relabeling of Outcome-Based Education (OBE) (mastery learning) which focus on behavior modification and have the purpose of challenging the student’s fixed beliefs and undermining parental authority.”

Oh, but all is well in Utah, right?

John Goodlad is the modern era disciple of John Dewey. He’s an atheist, socialist, humanist, anti-family, pro-social justice educator that is one of the premier voices listened to in numerous education departments across the country including BYU’s McKay School of Education. Go figure. Many quotes could be shared from Goodlad but I’ll just share a couple.

“Most youth still hold the same values of their parents…if we do not alter this pattern, if we don’t resocialize, our system will decay.” – John Goodlad, Schooling for the Future, Issue #9, 1971

“Public education has served as a check on the power of parents, and this is another powerful reason for maintaining it.”
– John Goodlad, Developing Democratic Character in the Young, pg. 165

With people like this influencing the system, is it any wonder that public education is in decay? The goal these people are working toward is socialization, and a disruption and overturning of family values.

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Continued in Part 2