Caution: Frustration Ahead! Yes indeed, this post needs a warning label.
The BBC, in conjunction with the British Council, is aiding and abetting the spread of edutainment and comprehension strategies through its website TeachingEnglish.
BBC thumbs down courtesy of Shutterstock.
A look at the most recently added lesson plans reveals far too much trivial content. The first two pages have “lessons” on snacking, playground words, food festivals, gossip, and texting. Out of the 10 lessons shown on those two pages, there is one substantive lesson on carnivores vs. herbivores, which draws on “Triumph of the Herbivores” from BBC Earth. With the BBC’s in-depth news coverage and documentaries, I assumed all its lessons would draw on its treasure-trove of content.
To be fair, I must say that I have merely perused the site. These recently added lessons could grossly misrepresent the bulk of the content—and I hope they do. I also hope the BBC starts vetting the lessons to remove the many that are substance free. In particular, I hope it removes this one: “Pause & predict – YouTube technique.” It encourages teachers to use Mr. Bean clips to teach children to make predictions. This is a couple years old, so I wish I could just shudder and forget about it. But over the weekend, this time-wasting lesson spread to the US:
By fourth grade, students are often proficient at making predictions about what will happen at the end of a book…. What they aren’t as used to is making small predictions–close predictions–thinking about how a character might respond to the next big event or interaction based on how that character has responded in the past…. Mr. Bean is a great character to use for prediction work, because he has a very clear M.O. He tries to solve his problems in ways that fix the immediate issues, but miss the main point. For example, in the short clip, “Packing for a Holiday,” Mr. Bean manages to fit everything in a suitcase, but he does so by making the items useless, like packing only half a shoe.
Mr. Bean on the high dive is priceless, but my knowledge of Mr. Bean—including my ability (or lack thereof) to predict what he’ll do next—never helped me in college, in the voting booth, in keeping up with current affairs, etc. Simply put, the lovable Mr. Bean’s purpose is laughter and relaxation—not education. In the US, youth only spend 20% of their waking time (about 12% of their total time) in school. Given the great breadth of knowledge, vocabulary, and skills they need to acquire to become literate adults, we just don’t have time for Mr. Bean.
The sad fact is, the teachers who are excited about this Mr. Bean lesson don’t know any better. As NCTQ has clearly demonstrated, the majority of teachers are never taught that knowledge, vocabulary, and fluent decoding are essential to reading comprehension. Many are taught about comprehension strategies; but without strategies being placed in the larger context of how comprehension develops, teachers end up with a very skewed notion of best practices. Predicting how Mr. Bean will pack for a holiday is the result.
So long as teacher and administrator preparation passes on mistaken beliefs instead of cognitive science research, such silliness is inevitable. Poor preparation leads to weak curriculum selection and development, which is then reinforced with professional development based on the same mistaken beliefs. Our current teachers would be far more effective if they were given a better education and better instructional materials.
In that spirit, let’s see what cognitive science tells us about comprehension strategies. Daniel Willingham summed up the research as follows:
[Comprehension strategies] don’t really improve the comprehension process per se. Rather, they help kids who have become good decoders to realize that the point of reading is communication. And that if they can successfully say written words aloud but cannot understand what they’ve read, that’s a problem. Evidence for this point of view include data that kids don’t benefit much from reading comprehension instruction after 7th grade, likely because they’ve all drawn this conclusion, and that increased practice with reading comprehension strategies doesn’t bring any improved benefit. It’s a one-time increment.
Willingham goes on to explain that “the one-time boost to comprehension can be had for perhaps five or ten sessions of 20 or 30 minutes each” and that the rest of the time spent on comprehension strategies is both a waste of time and counterproductive: It makes reading boring. That’s probably why some teachers have turned to Mr. Bean. A better solution would be to spend far less time on comprehension strategies and far more on science, history, literature, art, geography, and music.