11 Principles of Effective Instruction and 2 misconceptions

Colby Tofel-Grehl, USU

Heavily modified by J. M. Cohoon

2013

Two Truths About Learning

Truth 1. Learning Styles

Learning Styles DO NOT matter

No well-designed study has found any evidence supporting a relationship between “styles” and learning outcomes

(Duff & Duffy, 2002; Henson & Hwang, 2002; Kavale & Forness, 1987; Loo, 1997; Richardson, 2000; Stahl, 1999)

Truth 2. Discovery Learning

Having students “discover” solution DOES NOT enhance learning» Achievement is poor unless students get the information

necessary to guide informed problem-solving decisions» Students are likely to become overwhelmed, confused, and

lose motivation to pursue learning goals» Students who do succeed in discovery learning demonstrate

no advantage on later tasks compared to those who received explicit instruction (Klahr & Nigam, 2004)

Research Summary

Research Consensus

Cognitive Science Classroom practices of

master teachers Cognitive supports

Begin with review

Check homework

Correct errors

Practice for automaticity

Remind students of relevant background concepts

Present in small steps, laced with student practiceToo much information swamps working memory

Demonstrate and work examples

Tell your neighbor what steps you use for teaching the concept of recursion

Ask lots of questions & discuss

Ask factual and process questions» Have students explain how they came to their answer

• How are ___ and ___ alike?• What are some ways to solve the problem of ____?• What do you not understand yet about ___?

Involve all students» Tell answer to neighbor» Write answer on card and hold up» Rate understanding by holding up fingers » Clickers

Provide models & worked examples

Think aloud while demonstrating how to solve a problem, and explain underlying concepts

Image credit: <a

href='http://www.123rf.com/photo_17190387_teacher-or-scientist-writing-php-source-code-from-webpage-on-blackboard.html'>shawnhempel / 123RF Stock Photo</a>

Guide student practice

Have students rephrase, elaborating, & summarizing new information

Provide prompts to guide students through the process

Check for understanding

Do more than ask, “Any questions?”» Have students summarize so far» Ask if students agree or disagree with classmates’ answers» Make connections with other knowledge

Correct misunderstandings

Scaffold difficult tasks

Gradually withdraw temporary supports as students get more competent

Possible scaffolds include » Checklists» Partially completed problems» Worked examples

Anticipate likely errors and warn students about them

Require independent practice

Monitor in-class independent practice

Collaborative learning improves independent practice

Obtain a high success rate

Aim for 80% correct when students participate in guided practice» Students are challenged and they are learning

Be sure that students are not practicing errors

Review weekly & monthly

Employ experiential activities after basic material is mastered

USE INCLUSIVE PEDAGOGY To help overcome stereotype threat in your computing classes

Self-Affirmation

Identify values & characteristics important to you:» E.g., relationships with

friends, family, being good at …

Write a short paragraph about why this value is important to you

Confirm: “In general, I try to live up to these values.”

Emphasize Growth in Intelligence

The effort to master difficult material actually increases intellectual ability

See Carol Dweck’s work

“Wise” feedback“I’m being critical, but

Holding you to high standard

Know you can do it”

ResultsMore likely Black students

revised their workReduced Black-White grade gap

See Cohen & Steele

Normalize the Struggle to Master

It takes some time for most people to “get” this

Keep working on it and it will click

I’ll help

See Dweck

First experiences are crucial, so use inclusive pedagogy

Recruit for the next course

Engaging examplesTie concepts to meaningful usesInhibit grandstandingUse collaborative learningBuild confidence

ScaffoldEncourageSuccess experiences

Engaging Examples

?

Inhibit Grandstanding

Collaborative learning is more than group work

Encouragement builds confidence

Encouragement, Not Sympathy

Do not say: “It’s OK. Not everyone can be good at computing.”

Praise process, not person

NCWIT Aspirations programs recruit and retain girls in computinghttp://www.ncwit.org/programs-campaigns/

aspirations-computing

Visibility & Confidence

Increase feelings of belonging and computing professional identityBuild identity

Provide intentional

role modelsCreate

community

FILL EXPERIENCE GAPS

Develop spatial rotation skills

Questions or comments?