1. Group 3 & 4

3. Drill And Kill – Spending a lot of time in class practicing for the test – Asking questions to ensure students are on task and understanding – Teaching to the test This aspect of Drill and Kill is to teach to a standardized test. The positive side is that the students are on task and subject taught is relevant.

4. Time spent is directly related to the standardized test Students are not working their way to the final product, simply given the final need A personal understanding is not achieved, just an understanding

5. http://www.apa.org/education/k12/practice- acquisition.aspx#

6. Permanently retain the information Increase automaticity Transferable skills

8. Teachers should point out when a practice has improved the skill Practice with prior knowledge in mind Have feedback to accompany the practice

9. Extensive practice Reviews and test Chunking Information

10. E.D Hirsch http://www.newfoundations.com/GALLERY/Hi rsch.html

11. “The principal aim of schooling is to promote literacy as an enabling competence" (G, p. 137). General knowledge should be a goal of education because it "makes people competent regardless of race, class or ethnicity while also making people more competent in the tasks of life”

12. The more knowledge and skill a person has the more they can acquire Knowledge is like money, the more money you have the more you can acquire

13. "all human communities are founded upon specific shared information, and the basic goal of education in a human community is acculturation - the transmission to children of the specific information shared by the adults of the group or polis" (G, pp. xv-xvi).

14. "Learning builds on learning" (F, p. 89). The more a person knows, believes Hirsch, the more a person can learn. He calls existing knowledge "mental Velcro", which allows for additional knowledge to become attached to it (J, pp. 70-72). http://www.newfoundations.com/GALLERY/Hirsch.html

15. "the goal of meeting students' individual needs in the classroom has been greatly misused in American educational theory" (I, pp. 28-31).

16. Hirsch says that parents and teachers, and to a lesser degree administrators, are involved in this educational movement. He says that administrators tend to be resistant toward making such a radical change (I, pp. 28-31).

17. "Giving everybody more knowledge makes everybody more competent, and creates a more just society. Since knowledge is the great equalizer, the schools have a huge opportunity and responsibility to provide more equal life chances for all students, no matter where they come from" (A).

18. Currently, Hirsch argues that the ideas of the Progressive/Naturalist movements take precedence. However, he believes that Progressivism's consensus is distorted by the use of "scientific-sounding terms, (such as "developmentally appropriate")," and that the disputes of the mainstream scientific community are more accurate (F, p. 222 F Hirsch, E.D. (1996). The schools we need and why we don't have them. New York, NY: Doubleday.

19. The Run Down Drill and Kill – Useful if used properly – Useful if given the right opportunity to perform in the classroom – Useful if students are given the opportunity to see the outcome

20. Drill and Kill – Negative if over used – Negative if never referred to as practice – Negative if never accompanied by direct instruction and feedback

21. Activities: – Math problems (addition, subtraction) – Chunking of vocabulary words – Mental Math