At 08:37 AM 9/17/2007, Ronald Sheen wrote:. . .
>1.   Variable IQ results in variable success on the part of students.
>2.   This means that as some students are not successful, the 
>teacher must finally resort to direct explanation to make sure that 
>everyone understands thus partially defeating the purpose of the 
>original exercise.

DD: Why? Is the requirement that all pass? Come on now, some students 
can not perform to the norm. Read, "The Bell Curve."

>3.   There is ample research to demonstrate that students on the 
>whole prefer the deductive approach. (refs on request)

DD: But do they learn better that way?

>4.   The weaker students end up being passive as they know that 
>sooner or later the brighter students (or the teacher) will provide 
>the answer. Further, in my experience and based on a study done by 
>one of my students, the brighter students resent being put with less 
>bright students because they end up doing all the solving in group work . . .

DD: As one who has been there, Yes, I did resent doing the work for 
the dummies, unless they were nubile chicks. {My genius elder sister 
said much the same, but substitute, "Hunks."}

To join or leave this LISTSERV list, please visit the list's web interface at:
     http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/