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Effective Pedagogy It’s Just A Matter of
Time
Graeme AitkenSchool of Education
The University of [email protected]
Based on material originally developed by Professor Viviane Robinson, School of Education, The University of Auckland
Keynote Address - Team Solutions Professional Development Hui 30
January, 2004
Overview Two common but flawed views of teaching effectiveness
Teaching effectiveness as provision of opportunities to learn
Key concepts associated with opportunities to learn
Links between these concepts and the Best Evidence Synthesis
“Effective” “good” “teacher” “teaching”
impact on desired outcomes academic social values attitudes to learning
59% variation
THE most important factor
Outcomes Approach Outputs Value added
Problems Link to teaching
Achievement – prior knowledge Learning – T1 to T2
Student’s contribution Measurable focus
Style Based Approach Personal style Techniques Pedagogical approach
Problems Different contexts Clear research generalisations Generalisations discriminate against individuals
A Comment on Style
“Teachers can teach however they like, as long as it is ethical and effective in imparting valuable learning, within applicable curriculum and resource constraints”
Scriven, 1994
Defining Teaching Effectiveness
NOT be based on a preferred style
LINKED to, but NOT JUDGED by, how much students learn
JUDGED by the quality of the learning opportunities provided by teachers
Quality Learning Opportunities
KEY Principle Time
THREE Concepts Alignment Engagement Success
Time Assumptions Time Lost
Available Time % Allocated Time
Allocated Time
40 weeks @ 4 hours 160 100
Delete Weeks One and Two – testing and grouping
8
Delete 1 week for school-wide aggregated data gathering
4
Delete last week of year – reading materials stocktake
4
Delete field trips, sports events, visiting shows, school camps, school production
10
Instructional Time
134 84
Delete Transition Time – 10 minutes per hour
22
Delete Waiting Time – 2 minutes per hour
2
Engaged Time
110 69
Delete time when students are engaged but not on task – 5%
6
Delete time when students are engaged but tasks are not focused on significant objectives – 5%
6
Delete time when students are engaged on low success tasks – 5%
6
Academic Learning Time
92 58
Primary Estimated times
Graeme Aitken, School of Education, The University of Auckland – [email protected]
Time Assumptions Time Lost
Available Time
% Allocated Time
Allocated Time
40 weeks @ 4 hours 160 100
Delete Week One 4 Delete 2 weeks for
exams 8
Delete 4 weeks for external exams
16
Delete field trips, school camps, extended assemblies
4
Instructional Time
128 80
Delete Transition Time – 10 minutes per hour
21
Delete Waiting Time – 5 minutes per hour
11
Engaged Time
96 60
Delete time when students are engaged but not on task – 5%
5
Delete time when students are engaged but tasks are not focused on significant objectives – 5%
5
Delete time when students are engaged on low success tasks – 5%
5
Academic Learning Time
81 51
Secondary Estimated times
Graeme Aitken, School of Education, The University of Auckland – [email protected]
Loss of Time (based on Berliner, David (1990) “What’s All the Fuss About Instructional Time?” http://courses.ed.asu.edu/berliner/readings/fuss/fuss.htm
160
School Loss of Allocated Time
In-class Loss of Allocated Time
Loss through lack of Alignment
Loss through lack of EngagementLoss throughLow Success
High Success [ALT]
Learning Opportunity ( Berliner, 1987)
“That part of allocated time in which students are engaged with materials or activities aligned to the outcome measures that are being used and in which students experience a high success rate”
Effective Teaching (after Berliner, 1987)
waiting and transition TIME is minimised
activities are ALIGNEDALIGNED to important learning outcomes
students are ENGAGED - behaviourally intellectually
students are experiencing a HIGH LEVEL OF SUCCESS.
Best Evidence Synthesis Systematic review of evidence Linked to outcomes
International and NZ Meta-analysis Case studies
Ten characteristics Interrelated
OTL and BESOpportunities to Learn (5)
Organisation Of curriculum and school practices (7)
Alignment Between content and cultural contexts (3)Between teaching intentions and assessment (10 – goal oriented assessment)Between curriculum, task design and resources (7)By developing a “collective perspective” (7)
Engagement CognitiveBy linking learning to cultural contexts (3)By responding to the way students learn in a curriculum area (4)By provision of multiple task contexts (6)By promoting meta-cognition (9)AffectiveBy linking learning to cultural contexts (3)By creating caring, inclusive communities (2)By promoting a “learning orientation” (9)
Success Through scaffolding and feedback (8)Through provision of multiple task contexts (6)Through a focus on student achievement (1)Through promoting student self-regulation (9)Through goal-oriented assessment (10)
Organisation Of curriculum and school practices (7)
FOR EXAMPLE evaluate impacts on ALLOCATED TIME of breaks - timing, length assemblies co-curricular expectations
Alignment Between content and cultural contexts (3) Between teaching intentions and assessment (10 – goal oriented assessment)
Between curriculum, task design and resources (7)
By developing a “collective perspective” By developing a “collective perspective” (7)(7)
FOR EXAMPLE Debate outcomes (relative importance, big ideas)
Shared strategies and standards
““Let the main ideas which are introduced Let the main ideas which are introduced into a child‘s education be few and into a child‘s education be few and important and let them be thrown into important and let them be thrown into every combination possible” (A.N. every combination possible” (A.N. Whitehead)Whitehead)
Engagement - cognitive By linking learning to cultural contexts (3)
By responding to the way students learn in a curriculum area (4)
By provision of multiple task contexts (6)By provision of multiple task contexts (6) By promoting meta-cognition (9)
FOR EXAMPLE Dense and recurrent access Non-linguistic representations Social interaction
Engagement - affective By linking learning to cultural contexts (3)
By creating caring, inclusive communities (2)
By promoting a “learning orientation” By promoting a “learning orientation” (9)(9)
FOR EXAMPLE Make learning (academic) goals transparent
Self regulation Ask questions and make mistakes
Success Through scaffolding and feedback (8) Through provision of multiple task contexts (6)
Through a focus on student achievement (1)Through a focus on student achievement (1) Through goal-oriented assessment (10)
FOR EXAMPLE Collect accurate and co-ordinated assessment information relevant to priority outcomes
Implications for own and others’ teaching Identify good practice across a group of teachers.
In summary … Effective teaching is identified through the response of students Motivational and Intellectual
Rather than through the Strategies and intentions of teachers
