Would you consider using this approach? Sincerely curious, I find some people want to try it right away and for others it's a solid no.

I don't know, that feels like saying NAEP scores are impossible to improve. Are you saying, "there's this middle grades intervention (knowledge-rich curricula) that helps kids read better, but the results will never show up on NAEP?

Just did a very quick search and found this, most of the fadeout from preschool happens in K but some gains persist. But I would want to find a bunch more. www.mdrc.org/news/announc...

Good question, would be fun to explore. I have a vague memory of preschool washout being on the order of 4 years but I could be wrong. I agree it's a bit weird to find no sign of the 4th grade gains. Freddie's take is worth reading. freddiedeboer.substack.com/p/there-are-...

this is a bit of a copout but the same reason all other education interventions (preschool, charter schools, etc) fade. There's some sort of very powerful regression to the mean in education. Except it's not regression to the mean, it's regression to demographics.

All fair points. I should listen to the podcast. Glad it made you think!

I also teach a lot of english language learners, so I see turn and talk as having intrinsic value of getting lots of kids talking, in addition to the learning value of rehearsal/retrieval/consolidation etc.

Key principles of getting turn and talk right: choose questions with a high success rate, keep it short, ask clear and specific questions, actively monitor. I think those are way easier than all the setup to get your class culture right for cold call.

I agree turn and talk is often used poorly. I'm skeptical it's harder to get right. First, there are fewer negative consequences for getting it wrong. Cold call done poorly can alienate students and turn class culture negative. Turn and talk can lead to off-task chatter but that's not as bad.

my take: skip-counting is the bridge from addition to multiplication. If students can't skip-count by 3s, when we try to teach 2x3=6, 3x3=9, 3x4=12 they are harder to remember. Skip-counting helps students connect those numbers to 3, connecting new multiplication facts to math they already know.

Neat! I will add it to my list.

thanks! Is the novel good? I've been reading too much nonfiction recently, I'm looking for a good novel.

Thanks! Glad it's helpful.