I'm skeptical about efforts to revolutionize schooling
Scott H. Young provocatively argues against commonly held beliefs about educational reform, asserting that many popular 'innovative' teaching methods are less effective than traditional, direct instruction backed by evidence. He challenges the notion that schooling should always be 'fun' or 'play-like,' suggesting true learning requires rigorous accumulation of knowledge and practice. This take resonates with HN's data-driven ethos and sparks debate on how best to optimize learning outcomes, moving beyond intuitive but often flawed reforms.
The Lowdown
In a piece that challenges conventional wisdom, Scott H. Young expresses deep skepticism about efforts to "revolutionize schooling" for the average student. He contends that many intuitively appealing reforms, such as project-based learning and gamification, are not supported by robust evidence and often yield poorer results than more traditional methods involving direct instruction and structured practice.
Key points from his argument include:
- Evidence-Based Pedagogy: Research from large-scale studies like Project Follow Through and meta-analyses consistently favors direct instruction, explicit teaching of foundational skills (like phonics), and regular practice over discovery-based or problem-based learning.
- The Accumulation of Knowledge: Expertise fundamentally relies on acquiring a vast, well-integrated knowledge base. Shortcuts that attempt to bypass the "boring" accumulation of facts and skills are likely to fail due to inherent cognitive constraints.
- Critique of Ed-Tech: While theoretically promising, many ed-tech solutions, especially gamified learning, have a low density of actual learning, with students often engaging with rewards rather than educational content. AI tutoring, while potentially useful, is currently far from replacing skilled human teachers.
- Motivation vs. Method: The "Ultralearning" approach, which Young champions, is highly effective but presupposes a deeply motivated learner, a condition often absent in typical school settings.
Young concludes that a truly "better" school might ironically resemble the "old-fashioned schoolhouse" more closely, emphasizing careful definition of learning objectives, thorough skill breakdown, and extensive practice.
The Gossip
Pedagogical Practices and Principles
Commenters largely agree with the author's emphasis on direct instruction and phonics, sharing anecdotes of how 'new-fangled' methods like whole-word reading backfired. Many highlight the importance of explicit teaching, structured drills, and practice, contrasting this with less effective 'figure it out' or 'guided discovery' approaches. There's also discussion on the role of rote learning and core knowledge embedding, especially in early education, and the perceived myth of distinct 'learning styles'.
Home Environment and Student Motivation
A prevalent theme is the critical impact of a student's home environment and intrinsic motivation on academic success. Many argue that stable home lives, parental expectations, and personal discipline are paramount, overshadowing pedagogical methods. Commenters share experiences of students who, despite intelligence, failed due to lack of interest or support outside school, suggesting that schools are often left to address societal issues beyond their direct control.
The Coercion and Curriculum Conundrum
The discussion debates the necessity and ethics of 'coercing' students to learn. Some argue that a degree of compulsion is essential, akin to teaching children basic hygiene, as children often don't know what's best for their future. Others advocate for fostering intrinsic motivation and making learning relevant, questioning the effectiveness of forcing unmotivated students through a standardized curriculum. This extends to debates on tracking students into different learning paths and the role of 'meaning' in learning.
Modern Modalities: Tech, Funding, and Teacher Talent
Commenters explore various aspects of modern educational systems, including the role of EdTech, funding, and teacher quality. While some see AI as a potential solution to Bloom's 2 Sigma problem, offering individualized tutoring, others remain skeptical about its current efficacy and the 'low density of useful learning' in gamified apps. The conversation also touches on the importance of smaller class sizes, teacher pay, curriculum design (including the utility of 'dead' languages or advanced math), and the challenges of attracting and retaining talented educators.