I imagine that most of those who read this blog accept climate change and the human impact on climate change as settled science. We’ve seen the evidence; we’ve heard from the experts and we have reached an informed conclusion. This is a good thing and one that most Americans not in the White House or in denial for economic and political reasons also accept. It is not a matter of believing or disbelieving climate science; it is a matter of rigorous academic inquiry.
Now I would ask all teachers and teacher leaders to apply the same academic rigor to instructional practice. That is we must make our instructional decisions on what we know works – based on research.
Unfortunately as I have talked to teachers over the years about instructional practice, I have heard a lot of faith-based language.
- “I don’t believe in homework.”
- “I believe in phonics.”
- “I don’t believe in teaching to the test.”
- “I believe in independent reading.”
- “I believe in using round robin and popcorn reading.”
Source: Russ on Reading: Knowledge, Belief, and the Professional Educator