Transcript Stefanakis-teaching_&_learning

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
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WHAT IS EFFECTIVE
TEACHING & LEARNING?
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Personalize: connect to individuals
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Use Interaction: active learning/ working in groups
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Focus Understanding - Mastery of Competencies
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Use Multiple Formats in Curriculum/Assessment
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A Century of Learning Theories
Examine the relationships of
student, content, and teacher
Student
Content
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Teacher
Behaviorist Learning Theory
(B.F. Skinner )
Teacher as Transmitter of Knowledge
Student
Content
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Research based Concerns with
Behaviorist Learning
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Intelligence can not be measured
Some students learn, many do not
Student motivation is limited
Student participation is limited
Student retention is limited
Student learning is dependent on incentives
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Constructivist Learning Theories
(Dewey, Bruner, Piaget, Chomsky)
Learner Constructs Knowledge Teacher As Guide
Student
Content
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Socio-Cultural Learning Theories
(Vygotsky, Lennenberg)
Learning is Social Interaction Context is Key
Student
Social / Cultural Context
Content
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Multiple Intelligence Theories
(Gardner, Sternberg, )
Learner Constructs Knowledge:
Focus on Individuals
Student
Content
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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
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NO SINGLE INTELLIGENCE,
BUT MULTIPLE INTELLIGENCES
Gardner 1993, Sternberg 1994
All
people have all 8 intelligences
Each individual has a unique profile
Effective learning is personalized
Individuals learn in
different ways so
multiple assessments guides instruction
Learning is active, not a passive process
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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
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IMPLICATIONS FOR TEACHING:
CHANGING ROLES TEACHERS
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Shift Beliefs/Actions
Classroom Activity
Teacher Role
Student Role
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Instruction
Concepts
Demonstration
Assessment
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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
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Effective Teaching Research suggests
1. Effective teachers adjust their instruction to:
 The GoalsExpectations of the system
 The ContentRequirements of their subject
 The ContextIn school factors
The ContextOut 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
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Recent Research Suggests...
Time on Task
Curriculum
Learning
Materials
Increased Learning
Quality of Teaching
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Teachability
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?
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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
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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.
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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
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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
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