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Dear Paul,

Thanks for your excellent way of putting things as they are in schools nowadays. It is a global issue strangely enough. How is it possible that wel all went wrong in transferring knowledge in classrooms? And why don' t we use the solutions that clearly spin of educational research?

That is the problem you are posing. My comment will shortly add some practical solutions. I am the translator you are asking for in your article.

In the last paragraph of page 6/8 of your article Keith is posing that apart from education other areas of academic inquiry do not face the problems of disconnect between research and audience.

I disagree. And this disagreement is the solution for the gap in between education research and teachers in the classroom.

Other areas of academic research face an even larger gap between researchers and people who will have to use the research. How do you transfer the knowledge of, let's say, microwaves to the users of a microwave oven? BY WRITING A MANUAL!!! Or: You don't have to understand electricity to use it.

Teachers don't have to know WHY they do things in classroom, as long as they follow the manual.

Here is the manual for teachers which summarizes the most important results of education research. If you have questions about this statement I will gladly discuss this. We can improve the manual together. We will also need experiments in the classroom with this manual and evaluation like the excellent piece of work by Paul that I am commenting on right now. So here it is. The teacher manual:


1. Put students on a task. (like homework or other formative tests).
2. Circulate through the class and scaffold pupils individually to solve the task they are performing.
(3. Use strong students as peerteachers).

that's it. lets do it. and lets evaluate this teacher behavior.

With kind regards,
Maarten (education research translator)

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