Presentation on theme: "Is there a contradiction between Bransford’s analysis of the use of methods and Hattie’s finding on different effect sizes of strategies & methods? Asking."— Presentation transcript:
Is there a contradiction between Bransford’s analysis of the use of methods and Hattie’s finding on different effect sizes of strategies & methods? Asking which teaching method/technique is best is analogous to asking what tool is best – a hammer, a screwdriver, a knife, or pliers. In teaching, as in carpentry, the selection of tools depends on the task at hand and the materials one is working with. (Bransford (1999) p.22)
Using Methods & Core Principles Thoughtfully - The Fly Fishing Analogy Key situated factors involve: The specific learning outcomes (e.g., recall of facts, conceptual understanding, competence) Learner characteristics (e.g., maturation, motivational level, prior competence) Learning context and resource availability (e.g., learning environment, facilities, resources)
A Summary Frame What this all means in practice is that the effective and creative design of learning involves a thoughtful consideration of both core principles of learning as well as the relevant situated factors involved. As Darling- Hammond & Bransford (2005) point out: …teachers not only need to understand basic principles of learning but must also know how to use them judiciously to meet diverse learning goals in contexts where students differ in their needs. (p.78)
A frame on Teaching Expertise Pedagogic Literacy Understanding key knowledge bases relating to how humans learn Competent Teaching Ability to design and facilitate learning experiences based on a sound pedagogic literacy Creative Teaching (Adaptive Expertise) Ability to situationally create highly effective pedagogy Note: this is a Conceptual Model, not hierarchical in that one stage must be achieved before the next. It is essentially Iterative However, Competent and Creative teachers employ a strong pedagogic literacy - whether Explicit or Tacit)
Is this your experience? “…in a recent study, researchers found that while 90 percent of teachers participated in professional development, most of those teachers also reported that it was totally useless (Darling-Hammond et al, 2009)” (p.1) “One-time workshops are the most prevalent track record for changing teacher practice and student achievement (Yoon et al, 2007)” (p.2) Source: Teaching The teachers: Effective Professional Development in an Era of High Stakes Accountability, Gulamhussein, A. National School Boards Association;, Centre for Public Education, 2013.
Supported Experiments Identify tough topics or concepts that student find hard or boring to learn Develop an instructional strategy that employs the methods that work best and customize them to the situated context ( e.g., learning outcomes, student characteristics, resource availability), based on your professional judgement (collaboration with colleagues helps) Conduct the lessons and get feedback on the influence of learning (e.g., students feedback, performance on assessment tasks, peer observation) Review the evidence and make modifications Practice the methods in a relatively short period of time, making improvements and refining practice (has similarity with Lesson Study) Embed the success in Active Schemes of Work that are shared and subsequently used for professional development and continual improvement (From the work of Geoff Petty)