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Effective teaching practices: a key to efficiecy in education
Beograd, 14. februar, 2009
Tinde Kovač-Cerović 1
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Preliminary remarks 1.School
School networkMaintenance
Where the action is
National level
Municipal level
School level
Curriculum, textbooks, teachers, evaluationFinances, management
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How big an action?
• Salaries: 96% of the education budget
Hours in school annually:• Students’ time (in Serbia): 1 million students x 9 months x
24 days x 5 hours = 1.080.000.000 hours• Teachers’ time (in Serbia): 100.000 x 9 months x 80 hours
= 72.000.000 hours
How is all this time spent?
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What kind of action?
Place of human interaction:
Teacher/studentStudent/studentTeacher/teacherTeacher/parentParent/parent
Place of intimatesocial experience:
– Learning – Deep understanding– Creativity – Respect – Values
Place of development of the Self-concept:
Self-regulationSelf-efficacySelf-esteem Self-description/attribution
All depend on thequality of IA in school
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Preliminary remarks 2. Type of investment in human resources
Known obstacles for education policymaking
1. Enormous system of human interactions (roles, negotiations, human nature, conflicting interests)
2. Lay theories of education based on personal experiences
3. Features of human development and learning are not immediately observable
= an inert system (2-3 yrs reaction time)= postponed effects of new initiatives (12-15 yrs)
= return of investment 20-30 yrs(what on earth were we doing in the 1980’s? 1990’s? 2000’s?)
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Attended ...
Listened ...
Heard ...
Understood ...
Remembered ...
Will apply ...
Preliminary remarks 3. Learning as a rare event
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Due to 1 + 2 + 3 “effective teaching practices” are not rethorics but an important component of efficiency in education.
In order not to become rethorics research-based evidence is crutial.
Due to 1 + 2 + 3 both schools and teachers need guidance from empirical evidence
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Overview
• 4 topics: how to ensure for learning to become more frequent?– Teaching strategies of learning and motivation
motivacija– Assessment and feedback– Expectations – Teaching methods
• Reflected in education research
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Research
• “effective teaching”, • + 100 x 10 x 12 studies each year• + meta-analyses (Johnson and Johnson, 1983, 2000) • + meta-meta-analyses (Hattie, 2007, Earli, on 750+
meta-analyses, 50,000 studies, and 200+ million students)
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Main factors
Percentage of Achievement Variance
StudentsTeachers
HomePeers
Schools Principal
Source: Hattie: Developing Potentials for Learning, Earli, 2007
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Influences on Achievement
.40.30
.15
0
.50
.60
.70
.80
.90
1.0REVERSE
Developmental
Effects
Typical
Teacher
Effects
ZONE OFDESIREDEFFECTS
Source: Hattie: Developing Potentials for Learning, Earli, 2007
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John Hattie: Developing Potentials for Learning: Evidence, assessment, and progress, Stockholm, 2008; 12th Biennial Conference, Earli, 2007
http://edu.stockholm.se/upload/Bedömning/JohnHattie%20konf08liten.pdf
(slides 13-22)
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Teaching or Working Conditions? (Hattie)
Source: Hattie: Developing Potentials for Learning, Earli, 2007
Teaching ES Structural/Working Conditions
Quality of teaching .77 Within class grouping .28
Reciprocal teaching .74 Adding more finances .23
Teacher-student relationships .72 Reducing class size .21
Providing feedback .72 Ability grouping .11
Teaching student self-verbalization .67 Multi-grade/age classes .04
Meta-cognition strategies .67 Open vs. Traditional classes .01
Direct Instruction .59 Summer vacation classes -.09
Mastery learning .57 Retention -.16
AVERAGE .68 .08
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Teaching of learning strategies
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Effects of emphasis on learning strategies
NS NE ES
Creativity Programs 658 814 .70
Teaching student self-verbalization 92 1061 .67
Meta-cognition strategies 43 123 .67
Problem solving teaching 221 719 .61
Study skills 656 2446 .59
Concept mapping 91 105 .52
Motivation on learning 322 979 .48
ES 0.20 = 9 months ES 1.0 = 3 yearsSource: Hattie: Developing Potentials for Learning, Earli, 2007
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Learning strategies – flip side
• Teachers?• Parents?• Peers?• Private tutors?
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Interpretation
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Assessment
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Assessment
ES
Self-report grades 1.44
Structured feedback .72
Providing formative evaluation to teachers .70
Frequent/ Effects of testing .46
Teaching test taking skills .22
ES 0.20 = 9 months ES 1.0 = 3 years
Source: Hattie: Developing Potentials for Learning, Earli, 2007
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Clarification
Purpose of testing – to help teachers know:
• Whether their teaching methods
have been successful or not
• Whether their learning intentions
are worthwhile & challenging
• Where teachers can capitalize on
student strengths & minimize gaps
• What is optimal to teach next...
Purose of feedback – to help students know:
• Whether they are progressing
• Provide alternative strategies to understand material
• Increase effort, motivation or engagement
• How to arrive to deep understandings v
• Point to directions that could be pursued
Superior effect of self-report grading
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Assessment – flip side• Objective?
– Oral examination: not objective, not reliable, rare
• Relevant? – Includes irrelevant variables: verbal fluency,
sensitivity for non-verbal signalisation...
• Informative?– For teachers?– For students?
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Interpretation
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Teacher/student interactions
Research shows that quality of interaction matters, school can create barriers or support:
Hierarchy of motives –Students’ memories
Expectations of teachers function as self-fulfilling prophecies:
–Capacity development (Rosenthal & Jacobson)–Motivation (Pelletier & Vallerand)
Academic self-expectation best predictor of school success (Wigfield)
Self’efficacy and internal locus of control the strongest predictors of school success after abilituies (Pajaros i Miller; Zimmerman i Bandura; Bandura)
Self-actualization
Esthetic needs
Knowledge and understanding
Respect
Belonging
Safety
Physiological needs
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Teacher/student interactions - flip side
• Lack of praise and
awards
• Disregard
• Students struggle for
getting motivated to
accomplish non-
challenging tasks
• Teachers’ expectations
uninformed
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Teaching methods
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• Johnson & Johnson, 1983; 2000
• 158 studies on the effects of cooperative learning
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Effective teaching methods for different goals
Goal Ind Comp Coop Knowledge of specific info
Training specific skills
Rehersal and practice
Use of knowledge and transfer
Understanding complex concepts
Developing positive attitude for sch
Developing a positive self-concept
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Effective cooperative teaching methods
Method Coop v Comp
Method Coop v Ind
LT .85 LT 1.04
AC .67 AC .91
STAD .51 GI .62
TGT .48 TGT .58
GI .37 TAI .33
Slag .29 STAD .29
TAI .25 CIRC .18
CIRC .18 Slag .13
Source: Johnson &Johnson: Cooperative learning methods, 2000
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Cooperative learning – flip side ?
• Wide offer• Slim practice
• Emphasis on knowledge of specific information • Loss of possibility to gain complex learning
outcomes
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Based on impressions Based on evidence
lowquality
high quality
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Conclusion 1.: Which path?
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input process outcomes
Learning outcomesSocial outcomes
StructuresFinancingManagement
Concusion 2: Finding connections between input and process variables which maximize learning and social outcomes
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Revisit all 3Evidence-BasedTeaching
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Conclusion 3: Schools need a conducive and rich context …and strong connections
Research Education Developmental priorities
International instruments
Education system solutions in other countries
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Social benefits
Personal benefits
teachers
efficient
equitable
accountable
regulated
participatory
textbooks curriculum
financing managementassessment evaluation
SCHOOL
Research
Development Policies
2025
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Thank you!
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