Attainment or progress measured in terms of months?

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

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.

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.

"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".

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

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