1. copyrightstefanakis2003, harvard university EFFECTIVE TEACHING & LEARNING : LATEST RESEARCH A Presentation for Program on Improving Quality in Educational Systems June 10, 2003 Evangeline Harris Stefanakis, Ed.D. Harvard Graduate School of Education

2. copyrightstefanakis2003, harvard university WHAT IS EFFECTIVE TEACHING & LEARNING ? Personalize: connect to individuals Personalize: connect to individuals Use Interaction: active learning/ working in groups Use Interaction: active learning/ working in groups Focus Understanding - Mastery of Competencies Focus Understanding - Mastery of Competencies Use Multiple Formats in Curriculum/Assessment Use Multiple Formats in Curriculum/Assessment

3. copyrightstefanakis2003, harvard university A Century of Learning Theories Examine the relationships of student, content, and teacher Student Teacher Content

4. copyrightstefanakis2003, harvard university Behaviorist Learning Theory ( B.F. ( B.F. Skinner ) Teacher as Transmitter of Knowledge Student Teacher Content

5. copyrightstefanakis2003, harvard university Research based Concerns with Behaviorist Learning Intelligence can not be measured Intelligence can not be measured Some students learn, many do not Some students learn, many do not Student motivation is limited Student motivation is limited Student participation is limited Student participation is limited Student retention is limited Student retention is limited Student learning is dependent on incentives Student learning is dependent on incentives

6. copyrightstefanakis2003, harvard university Constructivist Learning Theories ( Dewey, ( Dewey, Bruner, Piaget, Chomsky) Learner Constructs Knowledge - Teacher As Guide Student Teacher Content

7. copyrightstefanakis2003, harvard universitySocio-Cultural Learning Theories ( Vygotsky, ( Vygotsky, Lennenberg) Learning is Social Interaction - Context is Key Student Teacher Content Social / Cultural Context

8. copyrightstefanakis2003, harvard university Multiple Intelligence Theories ( Gardner, ( Gardner, Sternberg, ) Learner Constructs Knowledge: Focus on Individuals Student Teacher Content

9. copyrightstefanakis2003, harvard university LEARNERS CONSTRUCT THEIR MEANING (Piaget, Dewey, Bruner ) 1. To learn is to invent on your own. ( Piaget) 2.Understanding is constructing your own knowledge. (Dewey, Bruner, Chomsky) 3.Learning is assimilating and accommodating new information. (Piaget) 4.Learning is information processing

10. copyrightstefanakis2003, harvard university NO SINGLE INTELLIGENCE, BUT MULTIPLE INTELLIGENCES Gardner 1993, Sternberg 1994 u All people have all 8 intelligences u Each individual has a unique profile u Effective learning is personalized u Individuals learn in different ways so multiple assessments guides instruction u Learning is active, not a passive process

11. copyrightstefanakis2003, harvard university How do students learn best? What does good teaching look like? TIMMS Tape and simulation!!! 1) What are students doing? 2) What are teachers doing? 3) How is the content being translated? FOCUSED OBSERVATION GROUPS

12. copyrightstefanakis2003, harvard university IMPLICATIONS FOR TEACHING: CHANGING ROLES TEACHERS Shift Beliefs/Actions Shift Beliefs/Actions Classroom Activity Classroom Activity Teacher Role Teacher Role Student Role Student Role Instruction Instruction Concepts Concepts Demonstration Demonstration Assessment Assessment Knowledge Transfer to Construction Teacher Centered to Learner Center Fact Teller to Facilitator or Guide Listener to Collaborator Facts/Memory -Relationships/Inquiry Accumulate Facts to Transform Facts Quantity vs. Quality of Understanding Multiple Choice Vs Competency- Multiple Assessments & Performances

13. copyrightstefanakis2003, harvard university Effective Teaching Research suggests 1. Effective teachers adjust their instruction to: The Goals- Expectations of the system The Goals- Expectations of the system The Content-Requirements of their subject The Content-Requirements of their subject The Context- In school factors The Context- In school factors The Context- Out of school factors The Context- Out of school factors 2. Use a variety of techniques to teach & reteach content 3. Effective teachers use a sequence of skill training 4. Effective teachers are motivated to improve their teaching

14. copyrightstefanakis2003, harvard university Recent Research Suggests... Increased Learning Curriculum Time on Task Learning Materials Quality of Teaching Teachability

15. copyrightstefanakis2003, harvard university Out of School Factors What does research suggest... Please examine Handout # 2 Out of School Factors Which factors apply to your educational system? What unique factors would you add to this list?

16. copyrightstefanakis2003, harvard university In School Factors - What research suggests Resources defined as : access to school, school size, condition of building, school furnishing, materials for learning, school staff Research supports the need for: 1) a building & a teacher 2) learning materials (books, writing tools, blackboards) Research suggests: 1 ) Overcrowding poor lighting, ventilation, do not necessarily affect achievement, but do affect attitudes of teachers and learners 2) The role of class size depends on the context, teachers perform better with smaller class size & fewer grade level groups 3) teachers of multi-grades, or multi-shifts need more training & materials 4) Double shifts- due to lack of facilities- affects teacher performance

17. copyrightstefanakis2003, harvard university In School Factors- What research suggests Time Allocation - defined as time spent on task, daily time in the classroom, length of school year Research supports the need for : 1) Increased time on task 2) Increased time on subjects Research suggests 1) Time allotted for tasks should be matched to educational objectives. the students, the subject, and the environment, 2) Optimal patterns vary according to the teacher’s style of combining formal presentation, interactive teaching, mixed activities.

18. copyrightstefanakis2003, harvard university In School Factors - What research suggests... Classroom Management - defined as teacher instructional strategies, attitudes, teacher organization Research supports the need for: 1) Instructional strategies which include Clear oral language & defined goals Flexible Grouping of students Learning technologies & re-teaching the content 2 ) Teacher attitudes which include Prompting students, giving feedback, & assessing students learning often 3 ) Teacher organization which includes pacing lessons, monitoring learning, combining assessment & instruction 2) Optimal patterns for instructional activities consider

19. copyrightstefanakis2003, harvard university To Summarize, reconsider a process …. Create a Design for your System Focus on Quality of Teaching & Learning Using Research as a Guide Handout 10 -Follow-up Planning A Process of Teacher Development To Summarize, reconsider a process …. Create a Design for your System Focus on Quality of Teaching & Learning Using Research as a Guide Handout 10 -Follow-up Planning A Process of Teacher Development