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I made so many typographical errors when I posted this, I am taking
the liberty of correcting it. If you were not interested in this, or
if it was all clear to you, just delete this message and read no
further. . . . Apologies. . . . needed to proof-read. . . <br>
JE<br>
<br>
On 4/23/2012 5:17 PM, Jerome Epstein wrote:
<blockquote cite="mid:4F95C6E4.3050101@att.net" type="cite">
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The results from the Calculus Concept Inventory (CCI) for Finland
may be of interest. I am not sure if the Basic Skills Diagnostic
Test (BSDT) was also given in Finland, I will try to check. <br>
<br>
The CCI results were typical of American classes. . . . that is to
say, not very good -- and thus a surprise to those requesting the
test. <br>
<br>
Again, to summarize. . . . the American results on the CCI are
very dramatic, depending on teaching methodology, and show an
interesting pattern in other countries.<br>
<br>
In brief: So called "Interactive Engagement" classes in calculus
show radically different outcomes from all the other classes,
regardless of whether the instructors believe they are doing
interactive teaching or not. The normalized gain runs from 0.05 to
about 0.25, with a mean of 0.15. This shows that the amount of
conceptual understanding generated from a semester of teaching is
exceedingly small. <br>
<br>
There were three small populations in the US with clearly
interactive-engagement methodologies, plus a large population
(about 1000) from University of Michigan (Karen Rhea) that were
clearly, demonstrably, Interactive Engagement. These differ from
the lecture based sections by two sigma -- basically two Gaussians
with no overlap. It is an astonishing effect. A major chunk of
this is clearly due to the nature of the tasks on the test. All of
the items are "Conceptual Understanding" (CU), not calculation or
manipulation based, but also considered easy if basic conceptual
understanding is present. <br>
<br>
The thing that astonished me is that the different teaching
methodology makes such an enormous difference, and the fact that
the test items isolate the effect, in that the items really are
exactly the kind that are clearly lost in lecture based teaching.
<br>
<br>
The results in China (about 1000 students) were entirely
equivalent to the best classes here (US) on average. . The Chinese
classes of course are strongly lecture based, although there is
supplementary work, outside the main lectures (well described in
the literature) that is much more group work, much more
interactive, and, of course the Chinese students have experienced
much more interactive group work in math for many years. . . . One
doesn't know if this is a criticism of American education (the
overwhelming bulk of the students get almost no conceptual
understanding from a semester or year of calculus), or a
complimen, in that they can come up to the level of the Chinese
students in one semester of drastically different education. . . .
.<br>
<br>
We are starting to work on organizing this data and publishing. .
. something. . . . .But the outline of what it all shows is
already quite clear. <br>
<br>
Jerry Epstein<br>
<br>
On 4/22/2012 7:39 PM, Richard Hake wrote:
<blockquote cite="mid:a06240811cbba3ed977ac@%5B192.168.1.106%5D"
type="cite">
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<title>Finnishing Touches</title>
<div><font color="#000000" face="Times" size="+1">Some
subscribers to RUME might be interested in a recent
discussion-list post "Finnishing Touches" [Hake (2012)].<br>
<br>
The abstract reads:<br>
<br>
****************************************************</font></div>
<div><font color="#000000" face="Times" size="+1">ABSTRACT:
There have been several recent posts regarding the evidently
exemplary Finnish educational system on the discussion lists
Physoc at</font><font color="#002A55" face="Times" size="+1">
<a moz-do-not-send="true" class="moz-txt-link-rfc2396E"
href="http://bit.ly/JjCbfH"><http://bit.ly/JjCbfH></a></font><font
color="#000000" face="Times" size="+1"> and Math-Teach at <a
moz-do-not-send="true" class="moz-txt-link-rfc2396E"
href="http://bit.ly/IJwwwf"><http://bit.ly/IJwwwf></a>.
These threads were stimulated by, respectively, Al
Bartlett's Physoc post</font><font color="#002A55"
face="Times" size="+1"> "Education in Finland" at <a
moz-do-not-send="true" class="moz-txt-link-rfc2396E"
href="http://bit.ly/HXVVAS"><http://bit.ly/HXVVAS></a>
and Jerry Becker's Math-Teach post</font><font
color="#000000" face="Times" size="+1"> "What it takes to
cross the Finnish line"</font><font color="#002A55"
face="Times" size="+1"> at</font><font color="#000000"
face="Times" size="+1"> <a moz-do-not-send="true"
class="moz-txt-link-rfc2396E" href="http://bit.ly/IegubS"><http://bit.ly/IegubS></a>.</font><br>
</div>
<div><font color="#000000" face="Times" size="+1">Is this just
Yogi Berra's "deja vu all over again"? - see e.g., "Could
the U.S. Put Finnishing Touches on K-12?" by Hake (2005b) at
<a moz-do-not-send="true" class="moz-txt-link-rfc2396E"
href="http://bit.ly/IJiNW4"><http://bit.ly/IJiNW4 ></a>. </font><br>
</div>
<div><font color="#000000" face="Times" size="+1">Probably not,
because material by evidently well-informed Finnish writers
is cited by Becker: "Finnish Lessons: What Can the World
Learn from Educational Change in Finland? by educator Pasi
Sahlberg (2011) - see <a moz-do-not-send="true"
class="moz-txt-link-rfc2396E"
href="http://www.finnishlessons.com/"><http://www.finnishlessons.com/></a>
, and "What Americans Keep Ignoring About Finland's School
Success" by journalist Anu Partanen (2011) at <a
moz-do-not-send="true" class="moz-txt-link-rfc2396E"
href="http://bit.ly/JZpKB2"><http://bit.ly/JZpKB2></a>.<br>
****************************************************</font><br>
</div>
<div><font color="#000000" face="Times" size="+1">To access the
complete 10 kB post please click on <a
moz-do-not-send="true" class="moz-txt-link-rfc2396E"
href="http://bit.ly/Ixkqa7"><http://bit.ly/Ixkqa7></a>.<br>
<br>
Richard Hake, Emeritus Professor of Physics, Indiana
University<br>
<a moz-do-not-send="true" class="moz-txt-link-rfc2396E"
href="mailto:rrhake@earthlink.net"><rrhake@earthlink.net></a><br>
Links to Articles: <a moz-do-not-send="true"
class="moz-txt-link-rfc2396E" href="http://bit.ly/a6M5y0"><http://bit.ly/a6M5y0></a><br>
Links to SDI Labs: <a moz-do-not-send="true"
class="moz-txt-link-rfc2396E" href="http://bit.ly/9nGd3M"><http://bit.ly/9nGd3M></a><br>
Blog: <a moz-do-not-send="true"
class="moz-txt-link-rfc2396E" href="http://bit.ly/9yGsXh"><http://bit.ly/9yGsXh></a><br>
Academia: <a moz-do-not-send="true"
class="moz-txt-link-rfc2396E"
href="http://iub.academia.edu/RichardHake"><http://iub.academia.edu/RichardHake></a></font></div>
<div><font color="#000000" face="Times" size="+1">Twitter <a
moz-do-not-send="true" class="moz-txt-link-rfc2396E"
href="https://twitter.com/#%21/rrhake"><https://twitter.com/#!/rrhake></a></font><br>
</div>
<div><font color="#000000" face="Times" size="+1"><br>
</font></div>
<div><font color="#000000" face="Times" size="+1">"The story of
Finland's extraordinary educational reforms is one that
should inform policymakers and educators around the world."</font></div>
<div><font color="#000000" face="Times" size="+1"> Linda
Darling-Hammond, quoted at <a moz-do-not-send="true"
class="moz-txt-link-rfc2396E" href="http://bit.ly/Jjsa2a"><http://bit.ly/Jjsa2a></a><br>
<br>
"A terrific synthesis by a native Finn, a teacher, a
researcher, and a policy analyst all rolled up into one
excellent writer. Pasi Sahlberg teaches us a great deal
about what we need to know before engaging in national
educational reforms."</font></div>
<div><font color="#000000" face="Times" size="+1"> David
Berliner, quoted at <a moz-do-not-send="true"
class="moz-txt-link-rfc2396E" href="http://bit.ly/Jjsa2a"><http://bit.ly/Jjsa2a></a><br>
<br>
<br>
REFERENCES [All URL's shortened by <a
moz-do-not-send="true" class="moz-txt-link-rfc2396E"
href="http://bit.ly/"><http://bit.ly/></a> and
accessed on 22 April 2012.]</font><br>
</div>
<div><font color="#000000" face="Times" size="+1">Hake, R.R.
2012. "Finnishing Touches" online on the OPEN! AERA-L
archives at <a moz-do-not-send="true"
class="moz-txt-link-rfc2396E" href="http://bit.ly/Ixkqa7"><http://bit.ly/Ixkqa7></a>.
Post of 22 Apr 2012 11:28:54-0700 to AERA-L and Net-Gold.
The abstract and link to the complete post are also being
transmitted to several discussion lists and are on my blog
"Hake'sEdStuff" at <a moz-do-not-send="true"
class="moz-txt-link-rfc2396E" href="http://bit.ly/IJW3FA"><http://bit.ly/IJW3FA></a>
with a provision for comments.</font></div>
<div><font color="#000000" face="Times" size="+1"><br>
</font></div>
<div><font color="#000000" face="Times" size="+1">.</font></div>
<div><font color="#000000" face="Times" size="+1"><br>
<br>
</font></div>
<br>
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