Didattica Von Moltke

Attainment or progress measured in terms of months?

I'd like to read it

Italian "Prima superiore"'s history curriculum (=Year 10) goes from the birth of Sapiens to the Augustan age through the Mesopotamian archaic cultures, Egypt, Hebrews, the whole Greek civilization, Etruscans, Rome, bits of non-European cultures and more. A tad too much for 2 or 3 periods a week?

Nice in vivo example of misconception spread. Resembles a typical day at school

Class Size: What Research Says and What it Means for State Policy Given the high cost of maintaining small classes, the current fiscal environment has forced states and school districts to rethink their class-size reduction policies. Russ Whitehurst and Matthew Chin...

Also, just to be clear, the research is not as cut-and-dried as the article claims. This is a very well-written overview: www.brookings.edu/articles/cla...

Indeed. You can't say tyres don't affect car safety, if you test the tyres of a car with no gas. I teach DI and regularly circulate in class: more students means less time with each one; less students means less distractions and easier behaviour management. This must be considered.

Any hypothesis about the reason why the screen gives more troubles (excess of light? No spacial cues such us pages (this is hinted in the article)

They really give me a lot of maneuvre, as I can swiftly obtain informative, well written and extremely clear texts, adaptively knitted on any need emerging from the classroom. In general, I now have way greater clarity on what's going on in class, whereas I didn't know how blind I was, before.

Only now I'm fully realizing how DI changed how I teach in these three years. Rapidly and profoundly, albeit I retain my approach.
MWBs paved the way, then I expanded on P&T. This year I introduced countdowns for better pace and improved how approach shy students. LLMs are helping a lot, too. How?

We teachers think we clearly see where our class is going, whereas we're just infering it from (inaccurate) navigation instruments. We're nearly blind while we think we're sharp eyed and unadvertently fill blind spots with imagination. No wonder our results stagnate throughout whole careers.

It's another issue. Problem is, what you think is happening in the classroom and what students think are two radically different things. You were focusing on the subtleties of Hamlet's dilemmas but the students only remember his tights.

1,2,4,5 in no special order as I see them as largely overlapping and not mutually exclusive

Bought?

If I got it correctly, collaboration must be intrinsic to the task. Playing a drama or a team game, fixing a car, preparing a 5 course meal can be very meaningful, but cooperation in such cases is a necessity rather than pedagogical choice. It's no free variable in instructional design.

Not a fan of group work, I'll read

"Once a student has 10 stickers, they can trade those in for a homework pass", which translates "If you behave well, we'll let you actively harm you learning".

Facing Cell Phone Distractions Head-On When students—and teachers—aren’t distracted by cell phones, everyone can focus on learning. Here’s how one teacher came up with a system that works.

In my humble opinion, @edutopia.org’s take on facing cell phone distractions is wrong on so many levels. The best was to stop cell phone use is not gold stars and a ‘pass’ on doing homework or a low test score, but just banning their use during school hours #EduSky
www.edutopia.org/video/facing...

About teaching history in the Anglo-Saxon context. I didn't listen to the podcast yet, but I wanted to save it for later (there is no bookmark on bluesky). The Italian approach is way to encyclopedic, for comparison

Would like to know more

The Italian right-wing gov is introducing in Italian schools some stuff they must have eavesdropped from some conservative school expert.
This ended up with the main expert of the minister saying: "Coercion has too bad a reputation". Great score for the leftists, thank you.

“When you put it that way, it sounds painfully obvious:

If a child knows a whole lot about a topic, they are more effective reading about and thinking about it than if they don’t know much about it.”

@dtwuva.bsky.social at @jhueducation.bsky.social NAEP event:

1/

Great post! I turned to DI a coule of years ago and I don't regret it. Still, I have a question: most of the examples of DI seem usually to involve younger years, whereas I'd like to find something more focussed on final years and older teens (those I work with). Is it just an impression of fime?

doesn't seem to end up in a proportial gain. I don't think the East Asian pedagogy is bad (on the contrary, I think we have a lot to learn), but when the goal is so stricly defined, maybe there is no room enough for serendipity. Dunno, just late night thoughts. 4/4

But this can't work in highly productive modern economies, where every effort must be a profitable investment: one can't afford to lose so much potential.
Apart from that, other countries did achieve a lot with seemingly way less exahausting ways. The effort required by the Confucian approach 3/4

The core idea of this competitiveness stems from imperial examinations, which were hugely selective, since the posts were in strictly fixed number. Once the posts were filled, it didn't really matter that the majority of the contestants, many of them brilliant, remained virtually unproductive 2/4

In Asia, Cram Schools Are a Ticket to Success... And Stress｜That's So Asian YouTube video by TaiwanPlus

I do like the Confucian approach about intelligence, education and effort. But what about competitiveness? It's a huge waste. The winners get great prizes and surely deserve them, but, although the losers are very often very good, too, their efforts go wasted and bear no fruit -or so it seems 1/4

btw, rather than trying to anticipate all misconceptions, I often give my students texts thay might pose a challenge to them. I see how they struggle and find out where their gaps or misconceptions are. In this sense I depart from DI (my students are 14 to 19 yo)

they aren't incorrect, just abstract as theory are. But we can agree we disagree on this, classically. I'm surely interested in your approach, although I teach no biology (my father is a geneticist, but that doesn't mean much here, apart from the fact I'm less scared by science than most humanists.

As I was saying, it's an abstraction. The π is an irrational number which can't be totally defined, but this doesn't mean that builders cannot build round buildings. DI principles are the geometry part, teachers are the engineers. But the principles hold and can be referred to as right (and useful)

I'd be less "post-modernist" on that. I can check wether they perceive correctly or not. As teaching and learning do exist and work (athe Pythagoras theorem, say, has been taught correctly for mor the 2k years), I wouldn't be pessimist.