Tapping on teachers’ knowledge bases of teaching in a learner-centric learning environment FULBRIGHT DISTINGUISHED AWARD IN TEACHING ROGRAMME 2011 Michael Long Singapore

The quality of an education cannot exceed the quality of its teachers. ~McKinsey Report, 2007 Introduction

Teaching is a performance. (Hooks, 1994; Fenstermacher & Richardson, 2005; Duckworth & Goodman in Hatton, 2005) The act of teaching and learning involves at least two persons; one who teaches and one who learns (Fenstermacher & Richardson, 2005)

Every day : act of multi-tasking Numerous initiatives : superficial acceptance and transfer, and don’t see the link Issue

Our learning at teachers’ training or professional development sessions becomes a figment of our memory especially when it is not fully internalised through active transfer and visible activities, and when the link is not made. Consequence

Six major sources that can account for the variance in students’ academic achievement: student (50% of the variance); teachers (30% of the variance). home (5 to 10% of the variance); schools (5 to 10% of the variance); peer effects (5 to 10% of the variance); principals, (already accounted for under the ‘schools’ category); John Hattie in Teachers Make a Difference: What Is the Research Evidence?(2003) (Stronge, 2010) Literature Review

‘Effective school learning requires good teaching, and good teaching requires professionals who exercise judgements in constructing the education of their students’. (Porter and Brophy, 1988) This judgement has to be supported by the whole professional knowledge base for teaching. Implication

To present to teachers a reference (or ‘script’) depicting the link of the fundamental knowledge bases necessary in building their competencies surrounding a learner-centric environment. As a reminder of the core of education of why we teach, what we teach and how we teach, as emphasised in the Teach Less, Learn More (TLLM) initiative, in raising the quality of teaching while engaging our learners’ hearts and minds to prepare them for life. My Intention

LIFT WEIGHT THRUST DRAG Figure 1. Forces affecting the flight of an aircraft (Smithsonian Air and Space Museum) Presentation of Findings

Desirable forces : Lift & Thrust (Enhance & accelerate performance) Undesirable forces : Drag & Weight (Impede & hinder performance)  *Better understanding of pedagogical content knowledge (PCK)  Opportunities for reflection  Desirable class size - impact on marking load, quality of marking, monitoring of assignments and learning, relationship and character building  Work-life harmony  Sufficient time allocated for lesson observation by peer or mentor with time for conference and reflection  The desire to continue learning  Knowledge of learning  *Understanding the learner: dispositions, style of learning, cultural background/baggage  Having good instructional leaders  Purposeful professional development programmes  *Understanding assessment, its forms and purpose  Seamless integration of subjects (e.g. science and literacy)  School leaders as instructional leaders  Unsure of pedagogical content knowledge (PCK)  Resistance to assessment  Not sure of formative assessment  Incomplete knowledge of the student as a learner  Subject mastery/content knowledge  Effectiveness of professional development programmes  Leadership complement issue  Clarity of leaders’ vision, drive, attitude and beliefs  Self-concept (Attitude and beliefs of individual and the students)  Availability of resources/technology  Large teacher-student ratio  Lack of time for planning and reflection  Lack of time and opportunity to observe others in the development of self (as peer) and others (as mentor)  Salary issue

Curriculum knowledge Content/Subject knowledge Models of teaching and learning General pedagogical knowledge Knowledge of learners Knowledge of educational contexts Knowledge of self Knowledge of educational ends Pedagogical Content Knowledge (PCK) Figure 2. Adapted from Knowledge bases for teaching: the model (Turner-Bisset, 2001) Knowledge Bases for Teaching

Pedagogical Repertoire of an Effective Teacher Figure 3. Pedagogical repertoire (Turner-Bisset, 2001) Aspect 1 Strategies Activities Examples Analogies Illustrations Representations Organisation al strategies Whole-class Split-class Large group Small group Pair Individual Aspect 3 Acting skills and strategies Voice Vocal animation Body language Physical animation Use of space Humour Role-play Use of props Surprise Suspense Observing children To teach Facts Concepts Skills Processes Beliefs Attitudes Aspect 2 Approaches Storytelling Socratic dialogue Drama Role-play Simulation Demonstration Modelling Problem-solving Singing Playing games Knowledge transformation Question-and- answer Instructing Explaining Giving feedback

Pedagogical Repertoire on a Foundation of Knowledge Bases To teach Facts Concepts Skills Processes Beliefs Attitudes Aspect 1 Strategies Activities Examples Analogies Illustrations Representations Aspect 2 Approaches Storytelling Socratic dialogue Drama Role-play Simulation Demonstration Modelling Problem-solving Singing Playing games Knowledge transformation Question-and-answer Instructing Explaining Giving feedback Organisational strategies Whole-class Split-class Large group Small group Pair Individual Knowledge Bases Substantive knowledge, syntactic knowledge and beliefs about the subject Curriculum knowledge and knowledge of educational ends Models of teaching and learning and general pedagogical knowledge Knowledge of educational contexts Knowledge of self Knowledge of learners Pedagogical content knowledge Figure 4. Adapted from a pedagogical repertoire (Turner-Bisset, 2001) Aspect 3 Acting skills and strategies Voice Vocal animation Body language Physical animation Use of space Humour Role-play Use of props Surprise Suspense Observing children

Learning is guided by social interaction and strategies that evolve within the ‘process of doing’. (Moll, et al, 1992) The teacher holds the key in constructing an environment surrounding the learners that can support or impede this realisation. The knowledge bases of teachers guide and inform decisions to be made and actions to be taken. Conclusion

Accountability is an ‘outside-in’ process while responsibility is an ‘inside-out’ process. (Powell, 2010)

UMD Faculty Members Dr James Greenberg Dr Letitia Williams Dr Jim DeGeorge Dr Diane Jass Ketelhut Dr Linda Valli Dr Margaret Anne Walker Dr Ann Schweighofer Megan, Beth, and Andy All schools I have visited, in particular, Paint Branch Elementary; special thanks to Dr Teston, Mrs Harris, Mrs Hunt and Ms Flores. The FHI360 family, and the U.S. Department of State, the Bureau of Educational and Cultural Affairs. Thank You’s

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