How’s that – Explicit instruction in math works best

In other words, Kentucky's students need a sage on the stage, not a guide on the side

If anything, Kentucky’s rather abysmal performance in math on the newly released NAEP math assessments shows the state needs to move in a different direction for math instruction. The Progressive Education fad ideas we’ve tried since KERA came along just are not working that well – in fact they are basically not working at all for our black eighth graders.

But, what does work?

An experienced math teacher from Seattle offers answers in “Guest essay: How the right approach to math can reduce the achievement gap.”

He writes:

“In my experience, what works is explicit instruction. That means explaining concepts in a clear, straightforward way, showing each student how to use them and following up with lots of practice – including rigorous tests.”

Got that? EXPLICIT INSTRUCTION. That’s where the teacher is the sage on the stage.

And, teacher Ted Nutting points out that:

“To use explicit instruction, teachers had to set aside district-approved textbooks and materials because Seattle Public Schools – along with many other districts – favors an “inquiry-based” or “discovery” method for teaching math. For example: the teacher poses a question and becomes a “guide on the side.”

Well, Kentucky’s classrooms are heavily populated by “guides on the side,” and it is showing up, negatively, in our NAEP results.

But, while Kentucky lags in math, Nutting points to three heavy minority middle schools in Seattle where explicit instruction works and the achievement gap is shrinking.

By the way, Nutting isn’t the only voice pointing to the fact that direct instruction approaches work best for kids. Not long ago I wrote about updated research showing that a program first identified as best in the Lyndon Johnson era’s Project Follow Through efforts still remains a top performer. That program, quite intelligently, is titled “Direct Instruction.”

So, why don’t Kentucky’s educators at least mention these approaches that have ever increasing research behind them showing they work? Is Kentucky forever going to keep chasing after fad ideas that leave the Bluegrass State with only an abysmal nine percent of its black eighth grade students able to do math proficiently?

As new Kentucky Board of Education Chair Milton Seymore said this week, it is time for a new direction in education in Kentucky. It is time to leave fads behind and listen to people getting real results.