-> Drill and practice is out.
:-(
I've noted your previous remarks to the effect that you would "never"
use worksheets. Coupled with this remark of yours that I've quoted
above, I feel the need to make a comment.
"Drill" has become a dirty word in many educational circles. I,
personally, believe that this originates from an excessive use of drill
and isolated skill practice in classrooms from not too long ago (and
long ago, as well). Such mindless drill and practice seems unconnected
to any useful activities, and ends up being boring, not only for many
students, but for the teachers as well.
However, to swing 180 degrees in the opposite direction is an
ill-advised overreaction IMO. Some students benefit from a reasonable
amount of well-designed drill in the context of other meaningful
activities. I would point to an article from this past year's _TEACHER_
magazine, if I could find it. (I was just looking for it a few moments
ago, but haven't turned it up yet.) It was an issue that came out about
March, I believe (since I've uncovered the Jan. & Feb. issues, and they
aren't the ones I'm looking for). It was devoted as a special interest
issue to students with learning disabilities, and, of course, the least
restrictive environment issue, and one article by a parent of an LD
student pointed out that these kids are floundering in today's
classrooms which de-emphasize drill and practice, for this is exactly
what some of these kids need.
-> Such an approach is far too structured for young children.
???
I cannot reasonably discuss early childhood education, since that is an
area I have no experience in (aside from raising my own two kids).
However, I know that children, most children, DO benefit from structure
in their learning environment. Certainly from middle school on. Probably
much younger. I'd venture at least as young as third grade.
When you provide no structure for the student, some will be unable to
construct for themselves the necessary structure from the potpourri of
activities that you expose them to.
Sheila
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