Updating GitHub Pages

insmat.md

@@ -10,9 +10,7 @@ These are suggestions to improve core and supplemental instructional materials,
     - To best take advantage of research on how people learn (such as retrieval practice and interleaving of topics).
     - To keep the materials up to date with scientific, technological, and historical scholarship.
     - To reduce preparation time for teachers.
-2. Instructional materials should adopt, as much as possible, principles of explicit instruction, such as [**Rosenshine's principles of instruction**](https://www.aft.org/sites/default/files/Rosenshine.pdf) (Amer. Educator, spring 2012). [^1] Instructional materials should avoid "minimally guided instruction", such as discovery learning (or inquiry learning or problem-based learning), because such instruction often goes against research on how people learn (e.g., cognitive load theory), and they should not assign hands-on or "inquiry-based" activities to students until they have mastered the necessary knowledge and skills relating to the activity.  See two articles by Kirschner and colleagues: "[**Why Minimal Guidance During Instruction Does Not Work**](https://www.tandfonline.com/doi/abs/10.1207/s15326985ep4102_1)" (Educ. Psych. 41, 2006); "[**Putting students on the path to learning**](https://www.aft.org/sites/default/files/GuidedInstruction.pdf)" (also in Amer. Educator, spring 2012); and Tom Sherrington's "[**Mode A + Mode B**](https://teacherhead.com/2018/04/22/mode-a-mode-b-effective-teaching-and-a-rich-enacted-curriculum/)".
-
-    One of Rosenshine's principles is weekly and monthly review; examples are low- or no-stakes retrieval practice (quizzing) every week, or the [**brain/book/buddy protocol**](https://theeffortfuleducator.com/2019/03/13/brain-book-buddy-a-strategy-for-assessment/) popularized by Blake Harvard. Another principle is teachers' asking many questions and checking every student's response (e.g., [**"Ratio" by Adam Boxer**](https://achemicalorthodoxy.co.uk/2020/02/09/ratio/)).
+2. Instructional materials should adopt, as much as possible, principles of explicit instruction, such as [**Rosenshine's principles of instruction**](https://www.aft.org/sites/default/files/Rosenshine.pdf) (Amer. Educator, spring 2012). [^1] Instructional materials should avoid "minimally guided instruction", such as discovery learning (or inquiry learning or problem-based learning), because such instruction often goes against research on how the mind works (e.g., cognitive load theory), and they should not assign hands-on or "inquiry-based" activities to students until they have mastered the necessary knowledge and skills relating to the activity.  See two articles by Kirschner and colleagues: "[**Why Minimal Guidance During Instruction Does Not Work**](https://www.tandfonline.com/doi/abs/10.1207/s15326985ep4102_1)" (Educ. Psych. 41, 2006); "[**Putting students on the path to learning**](https://www.aft.org/sites/default/files/GuidedInstruction.pdf)" (also in Amer. Educator, spring 2012); and Tom Sherrington's "[**Mode A + Mode B**](https://teacherhead.com/2018/04/22/mode-a-mode-b-effective-teaching-and-a-rich-enacted-curriculum/)".  One of Rosenshine's principles is weekly and monthly review. Another principle is teachers' asking many questions and checking every student's response (e.g., [**"Ratio" by Adam Boxer**](https://achemicalorthodoxy.co.uk/2020/02/09/ratio/)).
 3. In Literacy, instructional materials should be knowledge-based and follow the criteria given in the [**Knowledge Matters Campaign's review tool**](https://knowledgematterscampaign.org/review-tool/).  In other subjects, instructional materials should likewise be [**knowledge-rich**](https://teacherhead.com/2018/06/06/what-is-a-knowledge-rich-curriculum-principle-and-practice/).
 4. There is guidance for:
 
@@ -51,4 +49,4 @@ Any copyright to this page is released to the Public Domain.  In case this is no
 
 [^3]: A list of some of the [**overused and discouraged words**](http://peteroupc.github.io/usage.html) is given elsewhere.  The works of Emilio Bernal Labrada, Theodore Bernstein, Mario Pei, Bill Bryson, and Richard Lederer, among others, provide guidance on good English usage.
 
-[^4]: Additional suggestions to improve education, which instructional materials could choose to address, are as follows:<br>(1) Encouraging caregivers to keep mobile phones and social media away from their children, especially if the caregivers themselves use [**social media for 1 hour or more daily**](https://www.hhs.gov/surgeongeneral/priorities/youth-mental-health/social-media/index.html).<br>(2) A playlist of made-for-kids videos relating to topics in the Core Knowledge Foundation's [**_Core Knowledge Sequence_**](https://www.coreknowledge.org/core-knowledge-sequence/) (especially videos that invite viewers to answer questions on the topics they present), for each grade from kindergarten to eighth grade, intended for children to optionally watch at home outside of instruction.<br>(3) Teacher training in every subject should cover the following topics as much as possible: (A) Generally accepted theories on how the mind works and how people learn, such as cognitive load theory (e.g., severely limited working memory and practically unlimited long-term memory) and effective study practices (e.g., retrieval practice, cover/copy/compare, deliberate practice, spaced repetition, interleaving); (B) explicit instruction principles (in the sense of Rosenshine, Engelmann, Tavernetti, Hollingsworth/Ybarra); (C) the importance of devoting most instructional time to explicit instruction rather than to discovery/inquiry/problem-based learning; (D) the importance of not assigning hands-on/"inquiry" activities to students until students have mastered the necessary background knowledge and skills; (E) the importance of eliminating distractions to learning such as [**classroom noise**](https://www.nathanielswain.com/cognitoriumblog/2024/6/quiet-and-silence), [**classroom overdecoration**](https://teachthinkblog.wordpress.com/2021/04/06/minimising-classroom-displays/), student misbehavior, and [**mobile phones during school days**](https://www.educationnext.org/take-away-their-cellphones-rewire-schools-belonging-achievement/); (F) the importance of having a knowledge-rich curriculum (see suggestion 3 above); (G) research references on topics A through F.<br>(4) For Literacy, a free and open-source English grammar reference book designed for middle school and secondary students.<br>(5) The recognition that Social Studies encompasses history, geography (natural and human), culture, civics, and economics and instruction in Social Studies should be knowledge-rich and lay an accent on the country and locality where the instruction takes place.
+[^4]: Additional suggestions to improve education, which instructional materials could choose to address, are as follows:<br>(1) Encouraging caregivers to keep mobile phones and social media away from their children, especially if the caregivers themselves use [**social media for 1 hour or more daily**](https://www.hhs.gov/surgeongeneral/priorities/youth-mental-health/social-media/index.html).<br>(2) A playlist of made-for-kids videos relating to topics in the Core Knowledge Foundation's [**_Core Knowledge Sequence_**](https://www.coreknowledge.org/core-knowledge-sequence/) (especially videos that invite viewers to answer questions on the topics they present), for each grade from kindergarten to eighth grade, intended for children to optionally watch at home outside of instruction.<br>(3) Teacher training in every subject should cover the following topics as much as possible: (A) Generally accepted theories on how the mind works, such as cognitive load theory (e.g., severely limited working memory and practically unlimited long-term memory), and effective study practices (e.g., retrieval practice, cover/copy/compare, deliberate practice, spaced repetition, interleaving); (B) explicit instruction principles (in the sense of Rosenshine, Engelmann, Tavernetti, Hollingsworth/Ybarra); (C) the importance of devoting most instructional time to explicit instruction rather than to discovery/inquiry/problem-based learning; (D) the importance of not assigning hands-on/"inquiry" activities to students until students have mastered the necessary background knowledge and skills; (E) the importance of eliminating distractions to learning such as [**classroom noise**](https://www.nathanielswain.com/cognitoriumblog/2024/6/quiet-and-silence), [**classroom overdecoration**](https://teachthinkblog.wordpress.com/2021/04/06/minimising-classroom-displays/), student misbehavior, and [**mobile phones during school days**](https://www.educationnext.org/take-away-their-cellphones-rewire-schools-belonging-achievement/); (F) the importance of having a knowledge-rich curriculum (see suggestion 3 above); (G) research references on topics A through F.<br>(4) For Literacy, a free and open-source English grammar reference book designed for middle school and secondary students.<br>(5) The recognition that Social Studies encompasses history, geography (natural and human), culture, civics, and economics and instruction in Social Studies should be knowledge-rich and lay an accent on the country and locality where the instruction takes place.

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