Transcript What Research Tells Us Is Effective Teaching: What That

What Research Tells Us Is
Effective Teaching: What That
Means for Teachers
Judith Rink
University of South Carolina
Today’s Presentation
• Important variables that have reached a
level of consensus to be “best practice”
• Implications from a learning and teaching
perspective
• Note: teaching is context based: there is no
silver bullet
What Is Effective Teaching?
• The student/player learns what we want
them to learn
• Learning is a change in behavior
– Relatively permanent as opposed to
performance
Time
• The strongest variable we have
• Changes from beginning research to now
– Time allocated to the content
– Time the student actually spends
– Appropriate level and relationship to the
learning goal
– Student engagement and a high level of
processing
Management
• Good management is a a necessary but not
sufficient condition for learning
• Maintain order: minimally not misbehave
• Long term process whose goal is selfmanagement
Good Managers:
• Solicit and maintain student engagement in
the content
• Organize for maximum time with the
content (people, space, equipment, time)
• Establish clear rules and teach for
procedures
• Set clear expectations for behavior- ahead
of time and teach for them
Good Managers
• Are consistent in enforcing expectations
• Establish a business like manner
• Add a degree of structure conducive to what
the students can “handle” at the time
Direct Instruction
• The strongest variable for effective teaching
of basic skills
• History of the variable
What Is Direct Instruction?
– Sequenced, small hierarchical chunks
– A task oriented environment
– Clear instructional goals and materials
– High teacher monitoring
– Immediate academic feedback
Indirect Instruction
• More highly associated with higher order
thinking skills and more complex learning –
student engaged at a higher order of
processing
• Research not as supportive – long term
issues and anecdotal
• Larger chunks of content
Direct or Indirect??
• It depends on the content
• Variety of teaching styles
• Match your approach with your objectives
Expectancy Effects: What Is It?
• The relationship between:
– Teacher expectations for student behavior
– The characteristics of the student
– Achievement of the student
Expectancy Effects: What Do We
Know?
• Student achieve more when teachers think they
can.
• Teacher’s perception of effort is a mediating
effect.
• Characteristics of the learner determine teacher
expectations.
• Higher skilled and male students get more
attention and are expected to achieve more.
Emotional Climate
• A positive emotional climate has a low
positive relationship with achievement at
the elementary level and a higher
relationship at the secondary level
Teacher Feedback
• Little direct support – problems with large
classes
• Indirect support
– Management/monitoring role
– Maintaining content focus
• Use but don’t abuse controlling influence of
feedback
Implicit Curriculum
• What is not planned or taught explicitly
• Cultural biases usually transmitted without
awareness
Communication and Task
Presentation
• A key instructional variable with a very
high relationship to student learning in
physical education
• Teacher clarity in presenting information
– Use of demonstration
– Selection of cues
– Appropriate amount of information
• ? Indirect instruction
Content Development: What Is
It?
• Ability of the teacher to relate and
transform the content for the learner.
• The sequence and design of learning
experiences toward an instructional goal
– Refining
– Extending
– Applying and Assessing
Content Development: What Do
We Know ?
• Students don’t learn skills playing the game
• Students profit from instructional sequences
that gradually lead the learner to
competence
• Refining tasks are critical in some tasks
when the learner has difficulty “figuring it
out”
The Student As The Mediator of
Instruction
• One of the strongest predictors of student success
is how the students feel about potential for success
• Attribution theory: defining success in terms of
student improvement and effort (under control of
the student)
• Perceived confidence effects willingness to engage
at a high level
• Importance of teacher and student shared
perspective on expectations
Effective Teaching: Putting It All
Together
• Develop strong instructional skills –
regardless of teaching strategy
• Choose and instructional strategy
appropriate to your objectives