Transcript ebct - Creative Teaching Framework

Teaching Quality
is the Big Factor in Student Learning
“The effect of the teacher far overshadows classroom variables, such as
previous achievement level of students, class size…heterogeneity of
students, and the ethnic and socio-economic makeup of the classroom.”
(Rivers & Sanders, 2002, p.17)
“On the basis of our findings to date it could be argued that
effective schools are only effective to the extent that they
have effective teachers”
(Rowe & Rowe, 1993, p.15)
“Good teachers touch people’s lives for ever. If you teach well, some of
your students will only succeed because of your excellent teaching”
(Geoff Petty in Introduction to Evidence-based Teaching)
Session Outcomes (Advance Organizer 1)
• Explain the basis for using Evidence-Based Practice in Teaching
• Analyse the importance of Effect Size in choosing and using teaching
methods
• Use Core Principles of Learning as a Guide for developing effective and
efficient learning experiences, irrespective of mode of delivery (i.e., faceto-face, online, blended)
• Analyse Instructional strategies
in terms of “Russian Dolls”
• TEACH CREATIVELY (based on a sound Pedagogic
Literacy)
A Pedagogic Literacy for Great Teaching
Based on my recent book:
Creative Teaching: An Evidence-Based Approach
It constitutes a Total Pedagogy for the design
& facilitation of highly effective, efficient and
creative teaching in all delivery modes
(i.e., FTF, Online, Blended)
Educational Jurassic Park
Education has been a
Creature of Fashion
For those of us who have been around education for a few decades or so – you may
remember Traditional (3 RRR’s) - Progressive Education - Back to Basics (Traditional)
Now, Student-centred, inquiry-based, game-based, etc.
The present vogue is Constructivism
This is why many people don’t take teacher professionalism seriously
Moving out of Educational Jurassic Park
“Contrary to common belief, people don’t have different learning styles.
They do, however, have different personalities. The distinction is
important, because we need to be clear that everybody learns
in the same way”
(Schank. R., 1999, p.48)
“While our lives and our problems are very
different, our brains work in similar ways”
(Goulston, 2009, p.3)
“What any person in the world can learn, almost all
persons can learn if provided with appropriate prior
and current conditions of learning”
(Benjamin Bloom)
Evidence-based practice
- what does this mean to you?
Evidence-based Practice
“It is hard to conceive of a less scientific enterprise among human endeavours.
Virtually anything that could be thought up for treatment was tried out at one
time or another, and, once tried, lasted decades or even centuries before being
given up. It was, in retrospect, the most frivolous and irresponsible kind of
experimentation, based on nothing but trial and error, and usually resulting in
precisely that sequence” (p.159)
The medical profession before the drive for evidence-based practice
(Thomas, 1979, p.159)
Evidence-based practice is now possible for
Teaching?
“There are systematic and principled aspects of effective teaching, and
there is a base of verifiable evidence of knowledge that supports that
work in the sense that it is like engineering or medicine”
(Darling-Hammond & Bransford, 2006, p.12)
“We have a rich educational research base, but rarely is it used by
teachers, and rarely does it lead to policy changes that affect the nature
of teaching”
(Hattie, 2009, p.2)
The Challenge for Evidence-based teaching:
Moving Teaching from Mystery to Heuristics
“Heuristics represent an incomplete yet distinctly advanced understanding
of what was previously a mystery. But that understanding is unequally
distributed. Some people remain stuck in the world of mystery, while others
master its heuristics. The beauty of heuristics is that they guide us toward a
solution by way of organized exploration of possibilities.”
(Martin, R, 2009, The Design of Business, p.12)
Another sneaky question for you – Where are you now?
Some Pioneers in the Field
• Bransford, J. et al., (1999), Brain, Mind, Experience & School. National
Academy Press: Washington, DC.
• Marzano, R. (2007), The Art and Science of Teaching: A Comprehensive
Framework for Effective Instruction. ASCD.
• Mayer, R.E. & Alexander, P. A., (2010), Handbook of Research on Learning
and Instruction. Routledge: London.
• Petty, G., (2009), Evidence-Based Teaching: A Practical Approach. Nelson
Thornes: Cheltenham.
• Hattie, J., (2009), Visible Learning. Routledge: New York.
• Hattie, J., (2012), Visible Learning For Teachers: Maximizing Impact On
Learning. Routledge: London.
• Hattie, J. & Yates, G. C. R., (2014), Visible learning and the Science of How
we Learn. Routledge: New York.
A Revolution in Teaching
“Teaching is about to embark on a revolution, and like medicine, abandon both
custom and practice, and fashions and fads, to become evidence-based”
(In my terms, move out of Educational Jurassic Park)
Half a million experiments in real classrooms have uncovered the teaching methods
that work best. These can improve students’ attainment by two grades compared
to conventional practice.
The fifty or more methods – some old, some new:
•
•
•
•
can each raise pass rates by 20% to 30%
are creative, challenging, and greatly enjoyed by students
require the learner to do more in class …. and the teacher less!
equip students for progression, by “teaching intelligence”.
(Geoff Petty, Evidence-Based Teaching)
Big Method effects on Student Attainment from Hattie’s metaanalysis (1)
No.
Influence
Mean effect
size
2
Feedback
Students getting feedback on their work from the teacher or from
themselves (self-assessment or from peers or some other sources.
Note: some feedback has more effect than others. For example, peer
assessment is 0.63 and self-assessment is 0.54
0.81
3
Whole-class interactive teaching (direct instruction)
A specific approach to active learning in class, which is highly teacher led, but
very active for students. This involves summaries reviews and a range of
active learning methods, including questioning
0.81
4
Strategy training
Explicit teaching of subject-specific and general study and thinking skills,
integrated into the curriculum
0.80
11
Cooperative learning
0.59
Specific teaching methods such as jigsaw that give students responsibility for
learning and teaching each other
12
Challenging goals for students
0.59
Goals that students can meet through effort on their part – they should be as
specific as possible, and meaningful to the students involved
Big Method effects on Student Attainment from Hattie’s metaanalysis (2)
No.
Influence
Mean effect
size
14
Mastery learning
Students must work (tested and re-tested) until they achieve the pass mark
0.55
16
Creativity Programmes
Teaching creative thinking
0.52
20
Study Skills
Teaching students useful study skills without integrating it into the
curriculum
0.49
27
Advance Organizers
Giving students a summary in advance and a purpose for the learning
0.46
28
Concept Mapping
0.45
67
Problem-based learning
Giving students a problem to solve that requires them to teach themselves
0.06
What does an Effect Size look like
in terms of student attainment?
• As a baseline an effect size of 1.0 standard deviation
is massive and is typically associated with:
– Advancing the learner’s achievement by one year
– Improving the rate of learning by 50%
– A two grade leap in GCSE grades
•
Effect size is a way to measuring the effectiveness of a particular intervention to ascertain a
measure of both the improvement (gain) in learner achievement for a group of learners AND
the variation of student performances expressed on a standardised scale. By taking into
account both improvement and variation it provides information about which interventions
are worth having
•
NOTE: For students moving from one year to the next, the average effect size
across all students is 0.40. Hence, effect sizes above 4.0 are of particular
interest.
Some important considerations about Effect Sizes
As Hattie notes:
“…some effect sizes are ‘Russian dolls’ containing more than one
strategy. For example, ‘Feedback’ requires that the student has been
given a goal, and completed an activity for which the feedback is to
be given; ‘whole-class interactive teaching’ is a strategy that includes
‘advance organisers’ and feedback and reviews” (p.62)
It is also important to balance effect size with level of difficulty of interventions.
For example, providing ‘advance organizers’, which are summaries in advance of
the teaching, has an effect size of 0.46, which is pretty average. However, they
only take 3 minutes at the beginning of the lesson, and potentially offer almost a
grade improvement in terms of student’s achievement.
Furthermore, the effect size depends on how effectively you
implement the strategy, as you would expect
Linking to Online Tutorial on Evidence-based
Teaching (EBT)
Activating Your Prior Learning:
•
•
Are there important questions/points of clarification that you have about
EBT?
What do you remember from the tutorial that is important for learning and
teaching?
Application Activity:
• Produce a draft lesson plan for a topic you teach using EBT – this
will involve
– Selecting High Effect methods/strategies that are aligned to the learning
outcomes and appropriate for the student profile
– Using cognitive scientific principles (Core Principles of Learning) as the
guiding heuristics for the design of the Instructional Strategy
Creative Teaching – Science or Art?
The Serial Position Curve
80
Primacy Effect
70
60
Recency Effect
50
von Restorff Effect
40
30
20
0
1
2
3
4
5
6
7
8
9
10
11
Position on List
12
13
14
15 16
Psychological Effects
• Primacy Effect (the tendency for the first items
presented in a series to be remembered better or
more easily)
• Recency Effect (the tendency for the most recently
presented items or experiences to be remembered
best)
• Von Restorff Effect (the tendency to remember
distinct or novel items and experiences)
Evidence-based practice
- what does this mean for teaching
1. Selecting High Effect Methods appropriate for the
learning outcomes and student profile
2. Using ‘Scientific Knowledge’ about how humans learn
in the lesson design process and practices of teaching
Big Teaching Method effects on Student Attainment from
Hattie’s meta-analysis (1)
No.
Influence
Mean effect
size
2
Feedback
Students getting feedback on their work from the teacher or from
themselves (self-assessment or from peers or some other sources.
Note: some feedback has more effect than others. For example, peer
assessment is 0.63 and self-assessment is 0.54
0.81
3
Whole-class interactive teaching (direct instruction’)
A specific approach to active learning in class, which is highly teacher led, but
very active for students. This involves summaries reviews and a range of
active learning methods, including questioning
0.81
4
Strategy training
Explicit teaching of subject-specific and general study and thinking skills,
integrated into the curriculum
0.80
11
Cooperative learning
0.59
Specific teaching methods such as jigsaw that give students responsibility for
learning and teaching each other
12
Challenging goals for students
Giving students a summary in advance and a purpose for the learning
0.59
Big Teaching Method effects on Student Attainment from
Hattie’s meta-analysis (2)
No.
Influence
Mean effect
size
14
Mastery learning
Students must work (tested and re-tested) until they achieve the pass mark
0.55
16
Creativity Programmes
Teaching creative thinking
0.52
20
Study Skills
Teaching students useful study skills without integrating it into the
curriculum
0.49
27
Advance Organizers
Giving students a summary in advance and a purpose for the learning
0.46
28
Concept Mapping
0.45
67
Problem-based learning
Giving students a problem to solve that requires them to teach themselves
0.06
What does an Effect Size look like
in terms of student attainment?
• As a baseline an effect size of 1.0 standard deviation
is massive and is typically associated:
– Advancing the learner’s achievement by one year
– Improving the rate of learning by 50%
– A two grade leap in GCSE grades
•
Effect size is a way to measuring the effectiveness of a particular intervention to ascertain a
measure of both the improvement (gain) in learner achievement for a group of learners AND
the variation of student performances expressed on a standardised scale. By taking into
account both improvement and variation it provides information about which interventions
are worth having
•
NOTE: For students moving from one year to the next, the average effect size
across all students is 0.40.
Hence, effect sizes above 4.0 are of particular interest.
Some important considerations about Effect Sizes
As Hattie notes:
“…some effect sizes are ‘Russian dolls’ containing more than one
strategy. For example, ‘Feedback’ requires that the student has been
given a goal, and completed an activity for which the feedback is to
be given; ‘whole-class interactive teaching’ is a strategy that includes
‘advance organisers’ and feedback and reviews.” (p.62)
It is also important to balance effect size with level of difficulty of interventions.
For example, providing ‘advance organizers’, which are summaries in advance of
the teaching, has an effect size of 0.46, which is pretty average. But they only take
3 minutes at the beginning of the lesson, and yet reward us with almost a grader
improvement in student’s achievement.
Furthermore, the effect size depends on how effectively you
implement the strategy, as you would expect
Cognitive Scientific Principles
“Principles of physics do not prescribe for a civil engineer
exactly how to build a bridge, but they do let him predict
how it is likely to perform if he builds it.
Similarly, cognitive scientific principles do not prescribe
how to teach, but they can help you predict how much
your students are likely to learn. If you follow these
principles, you maximize the chances that your students
will flourish”
(Willingham, 209,p.165)
Key Heuristics of Good Teaching:
Core Principles of Learning
1. Motivational strategies are incorporated into the design of
learning experiences
2. Learning goals, objectives and proficiency expectations
are clearly visible to learners
3. Learners prior knowledge is activated and connected to
new learning
4. Learning is enhanced through multiple methods and
presentation modes that engage the range of senses
5. Content is organized around key concepts and principles
that are fundamental to understanding the structure of a
subject
Key Heuristics of Good Teaching:
Core Principles of Learning
6.
7.
8.
9.
Good thinking promotes the building of understanding
Learning Design utilizes the working of memory systems
The development of expertise requires deliberate practice
Assessment is integrated into the learning design to provide
quality feedback
10. A Psychological Climate is created which is success orientated
and fun
Core Principle 1:
Motivational strategies are incorporated into the
design of learning experiences
Effect size: 0.48. However, this is a Russian Doll (Meta-principle) as it runs across a
range of method uses
Instructional strategies must facilitate:
• Meeting fundamental universal needs (e.g., Mastery, Autonomy,
Relatedness, Purpose)
• Making learning interesting for the particular learner group (e.g.,
meaningful, sufficiently challenging, differentiated)
• Reframing limiting beliefs (e.g., promote a Growth Mindset) where
necessary
"People often say that motivation doesn't last. Well, neither
does bathing - that's why we recommend it daily“
(Zig Zagler)
Core Principle 2: Learning goals, objectives and proficiency
expectations are clearly visible to learners
Effect Sizes: Challenging Goals 0.56 (Hattie); Specifying Goals, 0.97 (Marzano)
Learning design must incorporate:
• Clearly communicating goals, objectives and performance
standards through real world examples
• Ensuring goals are challenging for the learner group (e.g.,
achievable with effort)
• Explicit teaching of learning intentions and success criteria to
ensure learners understanding of what they look like, sound
like and feel like
Core Principle 3: Learners prior knowledge is
activated and connected to new learning
•
Effect sizes: Improving student engagement through opportunities to respond,
0.60; Self-verbalization/self-questioning, 0.64; Remediation Feedback, 0.65
• Prior knowledge is the lens through which students will perceive and react
to new information provided in a learning event.
• “All new knowledge gains its form and meaning through its connection
with pre-existing knowledge and its influence on the organization and
reorganization of prior knowledge” (Shulman 1991, p.10)
• Ausubel (1978) went as far as arguing that:
“If I had to reduce all of educational psychology to just one principle, I
would say this: the most important single factor influencing learning is
what the learner already knows. Ascertain this and teach him (sic)
accordingly”(p.163)
Core principle 4: Learning is enhanced through
multiple methods and presentation modes that
engage the range of senses
Another Russian Doll principle as it runs across a range of method uses
“…it is desirable to have multiple ways of teaching and
there is no need to classify students into different
‘intelligences”
(Hattie, 2012, p.91)
“Learning is not a spectator sport. Students do not learn much just by
sitting in class listening to teachers, memorizing pre-packaged
assignments, and spitting out answers. They must talk about what they
are learning, write about it, relate it to past experiences, apply it to their
daily lives. They must make what they learn part of themselves”
(Chickering & Gamson, 1987, p.3)
Another bit of Educational Jurassic Park – finally
put to bed
•
“One of the more fruitless pursuits is labelling students with ‘learning styles’. This
modern fad for learning styles, not to be confused with the more worthwhile
notion of multiple learning strategies, assumes that different students have
differing preferences for particular ways of learning (Pashler, McDaniel, Rohrer, &
Bjork, 2009; Riener & Willingham, 2010).
•
Often, the claim is that when teaching is aligned with the preferred or dominant
learning style (for example, auditory, visual, tactile, or kinesthetic) then
achievement is enhanced. While there can be many advantages by teaching
content using many different methods (visual, spoken, movement), this must not
be confused with thinking that students have differential strengths in thinking in
these styles” (p89)
Core Principal 5: Content is organized around key concepts
and principles that are fundamental to understanding the
structure of a subject
Effect sizes: Direct instruction, 0.59; Concept mapping, 0.60; Advanced organizers,
0.46
Knowledge is increasing exponentially and we may
be living in a rapidly changing volatile world – but
our brains are the same as some 10,000 years ago.
Managing cognitive load is now becoming a so-called
21ist century skill.
• Understanding involves making personal meaning – seeing relations
between constructs and building new learning on old; moving from
concrete to abstract – reliant on both acquiring knowledge bases and
organizing them through good thinking
Core Principle 6: Good thinking promotes the
building of understanding
Effect size: Metacognitive strategies; 0.69; Creativity programmes, 0.65:
Questioning, 4.1; Teaching learning strategies, 0.62; Teaching learning strategies,0.63
“The best thing we can do, from the point of view of the brain and learning,
is to teach our learners how to think”
(Jenson, 1996, p.163)
“Thought is the key to knowledge. Knowledge is
discovered by thinking, analyzed by thinking,
organized by thinking, transformed by thinking,
assessed by thinking, and, most importantly,
acquired by thinking”
(Paul, 1993 vii)
Thinking is the cognitive process that builds Understanding
Metacognitive Strategies enhance learning capability
•
•
•
•
Metacognition refers to the awareness of, and ability to monitor and control,
one’s cognitive and affective processing in order to enhance learning
Metacognition plays a central role in learning by helping to guide the learner’s
cognitive processing of the to-be-learned material
Good metacognitive capability is the basis of becoming a self-regulated
learner, which is a major goal of education
Explicitly teaching students to be more metacognitive in their problem-solving
enhances their performance and success rates (e.g., Bransford, Hattie)
Note: Learning strategies can involve physical tools such as mind-mapping, etc.,
but it’s the internal cognitive processes inside our heads – covert strategies – that
really makes the difference in terms of quality of learning
Core Principle 7: Learning Design utilizes the
working of memory systems
E
N
V
Sensory Memory
I
Sight
R
Hearing
O
Touch
N
Smell
M
Taste
E
N
T
Working
Memory
Executive
Organizing
Function
Limited Capacity
5-9 bits of
information
Forgetting
Integrating –
Conscious,
Subconscious
&
Unconscious
Long –Term
Memory
Infinite Capacity
Another Russian Doll principle: Our Memory Systems are fundamental to all
learning – how these are managed affects the rate and quality of learning
Working Memory
• While human brains have potentially unlimited storage capacity by means
of long term memory, all new learning has to firstly pass through working
memory, which has a limited capacity of around 7 ± 2 bits of information.
This poses problems of Cognitive Load for learning , but as Clark & Lyons
(2004) point out:
“…it is in working memory that active mental work,
including learning, takes place. Working memory is the
site of conscious thought and processing” (p.48)
Long Term Memory
•
Long term memory, once viewed as an inert dumping ground, is crucial for
learning and the development of expertise. For example, Kircher et al (2006) point
out:
“...long term memory is now viewed as the central dominant structure of
human cognition. Everything we see, hear and think about is critically
dependent on and influenced by our long-term memory” (pp.3-4)
•
Research clearly shows that a major factor that differentiates experts from novices
is that expert problem-solvers are able to draw on the vast knowledge bases in
their long-term memory and quickly select the best approach and procedures for
solving a given problem As Kircher et al allude:
“We are skillful in an area because our long-term memory contains huge
amounts of information concerning that area. That information permits us to
quickly recognize the characteristics of a situation and indicates to us, often
unconsciously, what to do and how to do it” (p.4)
Minimize Forgetting through Review:
Utilizing the working of WM & LTM
Probability of recall
100%
Recall without reviews
Recall with reviews at intervals
10
minutes
next
day
next
day
next
week
with continuous periodic reviews
Some Pedagogic Implications of the working of
memory Systems
 Lessons should:
• be chunked into segments to avoid/reduce cognitive overload
• Include activities to create cognitive engagement (Good Thinking)
• build in review time on the Content (e.g., Key Concepts, Principles)
- to ensure effective transfer from Working Memory to
Long-term memory (Memory Systems). Seems like a Russian Doll
 Tasks involving thinking help to build better constructs (understanding of concepts)
as students get more familiar with the material and start to chunk bits of it together
themselves. However, encouraging to them to notice the constituent parts and their
relations – Making Thinking Visible – is useful
 Memory is strengthened by repetition rather than total time, hence recall is crucial
 Chunked material, especially, when well established in LTM, takes less space in WM,
enabling more space to concentrate on the thinking process rather than memorization
Graphic Organisers and other visual
representations (effect size 1.2 to 1.3)
How Visual representations work:
• Diagrams cannot contain all the details – so the learner is forced to isolate
the key points and their relations – which imposes a structure on the
information. This helps to see ‘the wood from the trees’
• Recall is almost always visually triggered; hence visual representation acts
as a cue triggering the full memory
• Only structured information can go in Long term memory, so this helps the
transmission from WM to LTM and subsequent recall
• Facilitates the Whole –Part –Whole strategy in helping to make
connections (e.g., relating information)
• Related information is quite high up in the SOLO taxonomy – hence
fostering and building a deep understanding of the topic
WPW Learning Model
The basic WPW Learning Model can be depicted as follows:
Whole
Part
Learning Segments
Segment # 1
Segment # 2
Segment # 3
Segment # 4
Segment # 5
The ‘first whole’ creates an organizational framework for new content
The supporting component elements - ‘parts’ - are then systematically developed
The ‘second whole’ links these parts together to foster understanding
Core Principle 8: The development of expertise requires
deliberate practice
Effect sizes: Spaced and mass practice, 0.71; Challenging goals, 0.52; Remediation
feedback, 0.65; Mastery learning, 0.50
Deliberate Practice is characterized by several elements:
•
•
– Activity specifically designed to improve performance, often with a teacher’s help
– It can be repeated a lot (needs to be)
– Feedback on results is continually available
– Highly demanding mentally (whether a physical or mental task)
– It isn’t much fun (in the main, but may be for some)
Typically requires a teachers help – one who can see more objectively what needs to be
improved and how
Built around the principle of stretching the individual beyond existing performance level –
relates to challenging but achievable goals (must be as clearly defined as possible)
“If the activities that lead to greatness were easy and fun, then everybody
would do them, and they would not distinguish the best from the rest” (Colvin, 2008,
p.72)
How Deliberate Practice Works
•
Great performers possess large, highly developed, intricate mental models of the
domain, enabling them to:
–
–
–
Make sense of new knowledge more effectively and efficiently as they have vast stores of organized
knowledge in LTM,
Distinguish relevant information from irrelevant information
Predict what will happen next in a domain specific situation
•
“The best performers observe themselves closely… monitor what is happening in
their own minds, and ask how its going. Researchers call this metacognition …top
performers do this more systematically than others do; it’s an established part of
their routine” (p.118)
•
It enable great performers to perceive more, to know more and to remember
more than most people. The effects go beyond that:
– Many years of intensive deliberate practice changes the body and the brain –
concept of neuroplasticity
The impact of assessment in student learning
•
It is now clearly recognized that assessment is not simply a means to measure
learning that has already occurred, but is a major facilitator in the learning process
itself. As Boud (1988) illustrated:
“There have been a number of notable studies over the years which have
demonstrated that assessment methods and requirements probably have
a greater influence on how and what students learn than any other single
factor. This influence may well be of greater significance than the impact
of teaching or learning materials” (p.35)
Feedback is so important in the learning process
• There is much of merit in the learning stakes for clear, concise
and timely feedback:






clarifying what good performance is (e.g. goals, criteria, standards)
identifying gaps in performance and specific learning needs
closing the gap between current and desired performance
positive beliefs and self-esteem
the development of self-assessment in learning
appropriate modification of instructional strategies
“…all students should be educated in ways that develop
their capability to assess their own learning”
(Hattie, 2012, p.141)
Core Principle 9: Assessment is integrated into
the learning design to provide quality feedback
Effect sizes: Feedback between teachers and students, 0.75;
Peer assessment, 0.63; Self-assessment, 0.54; Providing formative evaluation
to teachers, 0.90
Assessment is not separate from the instructional
process but an integral part of it.
As Perkins (1992) suggests, once considered thoughtfully:
“Teaching, learning, and assessment merge
into one seamless enterprise” (p.176)
Core principle 10: A Psychological Climate is
created which is success orientated and fun
• Effect sizes: Teacher-student relationships, 0.72; Class environment, 0.56.
• Also, this is a Russian Doll, as it fosters the building of Rapport.
“Rapport is the ultimate tool for getting results
with other people”
(Robbins, 2001, p.231)
The importance of fostering the psychological climate has been fully documented
by Jensen (1996):
“Learners in positive, joyful environments are likely to experience better
learning, memory and eelings of self-esteem” (p.98)
Far from limiting the learning experience, humour is now seen to have many positive
impacts, such as:
• Refreshing the brain
• Creating mental images that retain learning
• Reinforcing desired behaviour and makes classroom management easier
• Developing positive attitudes
• Promoting creativity
•
Contributing to the enjoyment of teaching
How to Build Good Rapport with students
•
Frederickson (1980) suggested that Positive Emotions, in addition to making
people feel good and improving their subjective life experiences, have the
potential to broaden people’s way of thinking and help them build physical,
intellectual and social resources. There are many specific ways to promote this:
– looking directly at students, showing empathic listening, good observation of
what’s going on (sensory acuity), using smile when appropriate, supporting
encouraging language and calibrated body language, etc.
– Asking students questions about their interests, concerns with learning and
acting on the information received over time
– Having a sense of humour and encouraging it from students – seeing the
‘funny side’ in situations of adversity on occasions, but keeping them moving
to productive outcomes
– Praising effort and a ‘can do’ attitude, being up-beat about what’s going on in
the classroom
It is our behaviour that directly connects to results, even though our
thinking may be responsible for generating the behaviour”
(Molden, 2001, p.59)
Core Principles – How they work
While each principle focuses attention on a key area relating to
effective pedagogy, they are mutually supporting, interdependent and
potentially highly synergetic.
As Stigler & Hiebert (1999) highlight:
‘‘Teaching is a system. It is not a loose mixture of individual
features thrown together by the teacher. It works more like a
machine, with the parts operating together and reinforcing
one another, driving the vehicle forward’’ (p.75)
Hattie’s (2009) summary of highly effective teachers fully captures this synergy in practice:
“..it is teachers using particular teaching methods, teachers with high expectations
for all students, and teachers who have created positive student-teacher relationships
that are more likely to have the above average effects on student achievement”
(p.126)
Using Core Principles Thoughtfully
- The Fly Fishing Analogy
Key situated factors involve:
The specific learning outcomes (e.g., recall of facts, conceptual
understanding, competence)
 Learner characteristics (e.g., maturation, motivational level,
prior competence)
 Learning context and resource availability (e.g., learning
environment, facilities, resources)

A frame on Teaching Expertise (Advance
Organizer 2
Note: this is a Conceptual Model,
not hierarchical in that one stage
must be achieved before the next.
It is essentially Iterative
However, Competent and
Creative teachers employ
a strong pedagogic literacy
- whether Explicit or
Tacit)
Creative Teaching
(Adaptive Expertise)
Ability to situationally create
highly effective pedagogy
Competent Teaching
Ability to design and facilitate
learning experiences based on a
sound pedagogic literacy
Pedagogic Literacy
Understanding key knowledge bases
relating to how humans learn
Creativity: Not Thinking out of the Box
It all happens inside the head, it’s just a questions of what’s in there and
what you do with it and how
Little in there, little desire and effort to keep making new connections
especially across knowledge area s – No Useful New Perceptions
As with all learning – to be really competent/excellent – it takes hard work -
What is Creativity?
A product or response will be judged creative to the extent that
it is novel, useful or a valuable response to the task at hand.
(summarized from Amabile, 1996, p.35)
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One dark foggy night in Halifax, as Percy Shaw was driving home, he saw two
small green lights, very close together near the edge of the road. He was curious
so he stopped and saw the ‘lights’ were a pair of cats eyes reflecting the light from
his head lights.
This triggered off his thinking, making some new connections in his brain – subsequently he
invented a small device involving two marbles placed close together in a rubber casing; this
would then be set in the road at intervals between the lanes of traffic.
After a year of experiments, Percy patented the invention and then, in 1935,
formed his company, Reflecting Roadstuds Ltd. (That’s Innovation & Enterprise)
My Definition of Creative Teaching (Little c)
Creative teaching occurs when a teacher
combines existing knowledge in some
novel form to get useful results in terms of
facilitating student learning. This may be
either planned before the act of teaching,
or invented as a response to the demands
of the learning situation
Creative Planning
Newton's second law of motion can be formally stated as follows:
The acceleration of an object as produced by a net force is directly
proportional to the magnitude of the net force, in the same direction
as the net force, and inversely proportional to the mass of the object.
What would happen to the ball if these
conditions were changed:
1. The opposition played a trick on David
and put down a much heavier ball
2. David plays a trick on the opposition by
doing extra power training and can now
hit the ball some 10% harder
A Creative Solution – Situated Invention?
Kolkata Story
What is SHAPE?
Presentation
Style
A Metaphor for the underlying syntax ‘the art’ - of Creative Teaching
The Power of SHAPE
“We understand everything in human life through stories”
(Jean-Paul Sartre)
“Humour is by far the most significant behaviour of the brain”
(Edward De Bono)
“Learning activities are the best and most productive way
to learn”
(Lambert and Coombs)
“The meaning of your communication is the response
that you get”
(Bandler & Grinder)
“A fine example nurtures learners, enhancing their
concentration and effort”
(Wlodkowski)
Using Technology (ICT) for Enhancing Learning
(Blended Learning Design Frame)
I use the following EBT heuristics in the creative
pedagogic design and facilitation of blended learning:
• Good learning design is always grounded on evidence-based
practice, incorporating High Effect Methods & Core Principles
of Learning
• ICTs are used strategically and creatively to enhance specific
aspects of the learning process
• The completed blended learning design maximizes the
affordances of a range of learning modes and mediums.
And, to use Hattie’s analogy, the Result is?
an ICT
enabled
Russian Doll