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Learning & Teaching
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The focus is on the Adult Learner
What interests me now is not what interested me in grade 1
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Agenda Student complexity … variables over which we have no control
Educational complexity …variables over which we do have control One educational variable Instructional complexity Deal with three complexities in the teaching and learning process
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Instructional Intelligence
OVERVIEW Curriculum Assessment Instruction Change/Systemic Change Instructional Intelligence
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1. Student Complexity: Student variables over which we have no control
Different genders Different ethnicities Different cultures Different intelligences At risk environments Divorce Gifted or Not With Autism FAS Students age … etc., etc.
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2. Variables over which we have (directly or indirectly) control
Curriculum Assess Instruction How students learn Educational & Systemic change
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3. Instructional Complexity
Instruction is an amorphously massive area of inquiry If you had two lifetimes, you would still most likely only scratch the surface of instructional complexity The possibilities are delightfully endless and wondrously complex
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Instructional Classification
Instruction can be classified in many ways instructional concepts that you cannot enact (but are important) and those you can enact To the right, the 3 ‘green groupings’ can be enacted; the other two groupings (the red) cannot be enacted; they depend on the green concepts in order to ‘play out’ Instructional concepts (only) Instructional skills Instructional tactics Instructional Strategies Instructional organizers
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Classification of Instructional Concepts
Instructional Skills Instructional tactics Instructional strategies Instructional organizers Safety Accountability Interest Authentic Novelty Meaningful Success Framing Questions Applying wait time to questions Sharing the objective and purpose of the lesson Probing for clarification Suspending judgment Think Pair Share Place Mat Venn Diagrams Fish Bone Diagrams KWL chart 6 Thinking Hats PMI Concept Attainment Concept Maps Academic Controversy Jigsaw Picture Word Inductive Model (PWIM) Multiple Intelligence Research on gender Research on Autism Research on at risk students Brain research Least complex to most complex
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Instructional Concepts (only)
Cannot be enacted They depend on Skills, Tactics, and Strategies to be experienced A teacher does not ‘do’ ‘safety’ or ‘respect’; those two concepts depend on specific actions such as being given time to think before sharing publically; time to think (wait time) promotes safety and is respectful to the learner Safety Belonging/Inclusion Accountability Active Participation Respect Meaningful Interest Novelty Level of Concern Success Authentic
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Instructional Skills Are the least complex of all instructional methods Low power to impact student learning They do not cause high effect sizes; however they are often essential when implementing more complex methods (tactics and strategies) For example, framing question effectively drives the tactic of Think Pair Share Framing Questions Wait time in framing questions Suspending judgment Sharing the objective and purpose of the lesson with students Probing for clarification Cross referencing Disagreeing agreeably
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Instructional Skills Often researchers will make comments related to not using ‘low-power’ methods (see Hattie’s research) A metaphor: sand paper has low power in taking wood off a plank; should we stop using sandpaper? The problem is, that although they are low-power they are needed to implement those methods with more power.
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5. Instructional Tactics
Are the mid-complex instructional methods Mid-power in impacting student learning They often depend on the instructional skills in order to be effectively implemented (e.g., attentive listening (a skill) is key to enacting the tactic of the 2 or 3 Person Interview or the Academic Controversy strategy Almost all cooperative learning structures are tactics Venn diagrams Think Pair Share Place Mat Numbered Heads Take a Position (AKA 4-Corners) 2 or 3 Person Interview Fishbone diagrams Ranking Ladders Time Lines Flow Charts PMI (Plus, Minus, Interesting) EBS (Examine Both Sides) Six Thinking Hats
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5.3 Instructional Tactics: Tragic Flaw
Almost all cooperative learning structures, are tactics – with the exception of about three; the other 200 or so do not push any pre-determined level of thinking or type of thinking … so Interpreting impact in the absence of knowing the level and type of thinking is going to be very ‘suspect’!
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6.0 Instructional Strategies
Are the most complex instructional methods The most powerful in impacting student learning They always depend on the less complex skills and tactics to be effectively implemented e.g., Framing questions, wait time, and Think Pair Share are key to implementing Phase 2 of Concept Attainment Concept Attainment Concept Formation Lesson Design Jigsaw Johnson 5 Basic Elements Academic Controversy Team Analysis Group Investigation PWIM Mind Maps Concept Maps
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6.1 Instructional Strategies
Complex to learn They can take several years of fairly intense work in order to be done effectively That intense works is for students and teachers Start them as early as possible; some can start in kindergarten; most by the end of grade 1
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7. Instructional Organizers
Look at your students If someone asked you all the ways that students are different … what would you say?
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7.1 Instructional Organizers
Are large bodies of inquiry that guide our understanding and thinking about how students learn etc. They cannot be enacted; they depend on skills, tactics, and strategies to be implemented; e.g. two students working on a Mind Map invokes 5 different types of intelligence from Gardner’s work on Multiple Intelligence Multiple Intelligence Learning Styles Research on Gender Research on the Gifted Research on ALL/ESL/ELL Research on the Adult Learner Research on students in at risk environments Literature, research on child development Brain research Literature on students from different cultures Etc.
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Instructional Organizers
Given we do not directly enact them, researching their impact on student learning is unwise. Better to research their impact on teacher decision making Research should related more to how they assist teachers to be more flexible and responsive to how students learn.
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Teaching is one of the most, complex, demanding and important of all occupations… you never master it.
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And to do it collectively
The challenge … Is to become consciously skilled and not simply accidentally adequate … And to do it collectively
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