Transcript MACEDONIA

Effective teaching practices: a key to
efficiecy in education
Beograd, 14. februar, 2009
Tinde Kovač-Cerović
1
Preliminary remarks 1.
School
Curriculum, textbooks, teachers, evaluation
Finances, management
School network
Maintenance
Where the action is
National level
Municipal level
School level
How big an action?
• Salaries: 96% of the education budget
Hours in school annually:
• Students’ time (in Serbia): 1 million students x 9 months x
24 days x 5 hours = 1.080.000.000 hours
• Teachers’ time (in Serbia): 100.000 x 9 months x 80 hours
= 72.000.000 hours
How is all this time spent?
Place of human
interaction:
What kind of action?
Teacher/student
Student/student
Teacher/teacher
Teacher/parent
Parent/parent
Place of intimate
social experience:
–
–
–
–
–
Learning
Deep understanding
Creativity
Respect
Values
Place of development of the
Self-concept:
Self-regulation
Self-efficacy
Self-esteem
Self-description/attribution
All depend on the
quality of IA in school
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Preliminary remarks 2.
Type of investment in human resources
Known obstacles for education policymaking
1. Enormous system of human interactions (roles, negotiations, human
nature, conflicting interests)
2. Lay theories of education based on personal experiences
3. Features of human development and learning are not immediately
observable
= an inert system (2-3 yrs reaction time)
= postponed effects of new initiatives (12-15 yrs)
= return of investment 20-30 yrs
(what on earth were we doing in the 1980’s? 1990’s? 2000’s?)
Preliminary remarks 3.
Learning as a rare event
Attended ...
Listened ...
Heard ...
Understood ...
Remembered ...
Will apply ...
Due to 1 + 2 + 3 “effective teaching practices” are
not rethorics but an important component of
efficiency in education.
In order not to become rethorics research-based
evidence is crutial.
Due to 1 + 2 + 3 both schools and teachers need
guidance from empirical evidence
Overview
• 4 topics: how to ensure for learning to become more
frequent?
– Teaching strategies of learning and motivation
motivacija
– Assessment and feedback
– Expectations
– Teaching methods
•
Reflected in education research
8
Research
•
•
•
•
“effective teaching”,
+ 100 x 10 x 12 studies each year
+ meta-analyses (Johnson and Johnson, 1983, 2000)
+ meta-meta-analyses (Hattie, 2007, Earli, on 750+
meta-analyses, 50,000 studies, and 200+ million
students)
Main factors
Percentage of Achievement Variance
Teachers
Students
Home
Peers
Schools
Principal
Source: Hattie: Developing Potentials for Learning, Earli, 2007
Influences on Achievement
.30
.40
.50
.60
.15
.70
ZONE OF
DESIRED
EFFECTS
0
REVERSE
Source: Hattie: Developing Potentials for Learning, Earli, 2007
.80
.90
1.0
John Hattie: Developing Potentials for
Learning: Evidence, assessment, and
progress, Stockholm, 2008; 12th
Biennial Conference, Earli, 2007
http://edu.stockholm.se/upload/Bedöm
ning/JohnHattie%20konf08liten.pdf
(slides 13-22)
Teaching or Working Conditions? (Hattie)
Teaching
ES
Structural/Working Conditions
Quality of teaching
.77
Within class grouping
.28
Reciprocal teaching
.74
Adding more finances
.23
Teacher-student relationships
.72
Reducing class size
.21
Providing feedback
.72
Ability grouping
.11
Teaching student self-verbalization
.67
Multi-grade/age classes
.04
Meta-cognition strategies
.67
Open vs. Traditional classes
.01
Direct Instruction
.59
Summer vacation classes
-.09
Mastery learning
.57
Retention
-.16
AVERAGE
.68
Source: Hattie: Developing Potentials for Learning, Earli, 2007
.08
Teaching of learning strategies
Effects of emphasis on learning strategies
NS
NE
ES
Creativity Programs
658
814
.70
Teaching student self-verbalization
92
1061
.67
Meta-cognition strategies
43
123
.67
Problem solving teaching
221
719
.61
Study skills
656
2446
.59
Concept mapping
91
105
.52
Motivation on learning
322
979
.48
ES 0.20 = 9 months ES 1.0 = 3 years
Source: Hattie: Developing Potentials for Learning, Earli, 2007
Learning strategies – flip side
•
•
•
•
Teachers?
Parents?
Peers?
Private tutors?
Interpretation
Assessment
Assessment
ES
Self-report grades
1.44
Structured feedback
.72
Providing formative evaluation to teachers
.70
Frequent/ Effects of testing
.46
Teaching test taking skills
.22
ES 0.20 = 9 months
ES 1.0 = 3 years
Source: Hattie: Developing Potentials for Learning, Earli, 2007
Clarification
Purpose of testing
– to help teachers know:
Purose of feedback
– to help students know:
•
Whether their teaching methods
•
Whether they are progressing
have been successful or not
•
Provide alternative strategies to
understand material
are worthwhile & challenging
•
Increase effort, motivation or
engagement
Where teachers can capitalize on
•
How to arrive to deep
understandings v
•
Point to directions that could be
pursued
•
•
Whether their learning intentions
student strengths & minimize gaps
•
What is optimal to teach next...
Superior effect of self-report grading
Assessment – flip side
• Objective?
– Oral examination: not objective, not reliable, rare
• Relevant?
– Includes irrelevant variables: verbal fluency,
sensitivity for non-verbal signalisation...
• Informative?
– For teachers?
– For students?
Interpretation
Teacher/student interactions
Research shows that quality of interaction
matters, school can create barriers or
support:
Hierarchy of motives
–Students’ memories
Expectations of teachers function as selffulfilling prophecies:
–Capacity development (Rosenthal &
Jacobson)
–Motivation (Pelletier & Vallerand)
Academic self-expectation best predictor of
school success (Wigfield)
Self-actualization
Esthetic needs
Knowledge and understanding
Respect
Belonging
Safety
Physiological needs
Self’efficacy and internal locus of control the
strongest predictors of school success after
abilituies (Pajaros i Miller; Zimmerman i Bandura;
Bandura)
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Teacher/student interactions - flip side
• Lack of praise and
awards
• Disregard
• Students struggle for
getting motivated to
accomplish nonchallenging tasks
• Teachers’ expectations
uninformed
Teaching methods
• Johnson & Johnson, 1983; 2000
• 158 studies on the effects of
cooperative learning
Effective teaching methods for different
goals
Goal
Knowledge of specific info
Training specific skills
Rehersal and practice
Use of knowledge and transfer
Understanding complex concepts
Developing positive attitude for sch
Developing a positive self-concept
Ind
Comp Coop
Effective cooperative teaching methods
Method
LT
AC
STAD
TGT
GI
Slag
TAI
CIRC
Coop v
Comp
.85
.67
.51
.48
.37
.29
.25
.18
Method
LT
AC
GI
TGT
TAI
STAD
CIRC
Slag
Coop v
Ind
1.04
.91
.62
.58
.33
.29
.18
.13
Source: Johnson &Johnson: Cooperative learning methods, 2000
Cooperative learning – flip side ?
• Wide offer
• Slim practice
• Emphasis on knowledge of specific information
• Loss of possibility to gain complex learning
outcomes
Conclusion 1.: Which path?
high
quality
Based on impressions
Based on evidence
low
quality
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Concusion 2: Finding connections between input and
process variables which maximize learning and social
outcomes
input
Structures
Financing
Management
process
EvidenceBased
Teaching
outcomes
Learning
outcomes
Social
outcomes
Revisit all 3
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Conclusion 3: Schools need a conducive
and rich context …and strong connections
International
instruments
Research
Educa
tion
Developm
ental
priorities
Education system
solutions in other
countries
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2025
SCHOOL
regulated
teachers
textbooks
Personal
benefits
Social
benefits
curriculum
equitable
financing
management
assessment
evaluation
Research
participatory
accountable
efficient
Development
Policies
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Thank you!
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