Teach Effectively!

One of my long-standing concerns has been the pass that the Council for Exceptional Children (CEC) gives to unverified methods of teaching. I can understand that the need for funds makes it nearly necessary to run advertisements in print publications and rent floor space at the international conference to people selling products, regardless of whether those products are evidence-based. But I have reservations about giving play to undocumented methods, practices, procedures, and such in other venues.

Thus, I was greatly encouraged when CEC’s newly revised Web site included a section on evidence-based practices. My enthusiasm dropped, however, when I got the latest issue of CEC Today, an e-mail news letter pointing readers to parts of the Web site. The first pointer aimed at evidence-based practices (HOORAY!), but just a tad down the page was a pointer to something for which I know of no effectiveness research (sheeesh)!

Evidence-Based Practice—Wanted, Needed, and Hard to Get
While the law requires teachers to use evidence-based practices in their classrooms, the field has not yet determined criteria for evidence based practice nor whether special education has a solid foundation of evidence-based practices. Also, those teaching strategies that have been researched are difficult for teachers to access.

…snip…

Visible Thinking – Engaged Students, In-Depth Learning, Better Teaching
Visible thinking engages students in substantive thinking and gives teachers insights into their students’ thought processes. This enables teachers to discover students’ incorrect perceptions or knowledge while promoting deeper content learning.

Link to CEC Today.