innovations in teaching & learning: the case for productive failure dr. manu kapur associate...
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Innovations in Teaching & Learning: the case for Productive Failure
Dr. Manu KAPURAssociate Professor
Curriculum, Teaching & LearningLearning Sciences Lab
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
Overview
• 21st century skills: yet another fad? • What is really new here?• Implications for Innovative Teaching• Design Problem Solving• An example from Productive Failure• Discussion• Q&A
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
21st Century Skills
• Collaboration• Problem solving• Critical thinking• Creative thinking• Technology• Social networking• “Soft” skills, and so on…
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
Trends – what is really new?
• From STABILITY to UNCERTAINTY• Collapse of the demand forecast model
• A Fundamental Shift• Jobs that do not yet exist• Deal with unknown, novel problems• Knowledge base insufficient
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
Implications for Innovation in Teaching & Learning
Learn first, Apply later
Design first, Learn later
From an APPLICATION to DESIGN contexts
Context matters
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
DESIGN CONTEXTS
• Solving novel problems
• Inventing/generating new concepts, structures, grammar, language, constructs
• Leveraging collaboration and technology
• Feasible in schools? Basics first? Where is the opportunity?
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Year Mike Arwen
Dave Backhand
Ivan Right
1988 14 13 13
1989 9 9 18
1990 14 16 15
1991 10 14 10
1992 15 10 16
1993 11 11 10
1994 15 13 17
1995 11 14 10
1996 16 15 12
1997 12 19 14
1998 16 14 19
1999 12 12 14
2000 17 15 18
2001 13 14 9
2002 17 17 10
Who’s the most consistent?
Sec 2-3 students
THE DESIGNPROBLEM
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Students’ Ideas
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Students’ Ideas
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Students’ Ideas
Frequency of years above, below, and at
average
Consistency = Frequency of years at the
mean / below and above
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Sum of deviations about the mean
Average of year-on-year absolute deviation
Sum of year-on-year deviation
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
THE DESIGN PROCESS
Inventing & exploringExplaining & critiquingReinventing & refiningPersisting through frustration & failureOwning – exciting & engagingPlaying & tinkeringLearning about & learning to be
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
PRODUCTIVE FAILURENew knowledge is built upon prior knowledge
How do you build on prior knowledge if you do not know what students know?
Engage students in designing solutions to solve novel problems collaboratively on concepts they do NOT know yet
leverage their formal as well as informal, intuitive knowledge resources…
generate, explore, critique, and refine representations and solution methods
leads to failure…BUT this may precisely be germane for learning
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
Empirical EvidenceTarget Concept: Standard Deviation
N = 140, 9th-grade math students from 4 intact classes
Direct Instruction Teacher explains concept, models problem solving, uses worked-out examples, practice and feedback
four, 50-min periods
Productive Failure Students generate multiple representations and solution methods during the first two periods, followed by Direct Instruction
four, 50-min periods
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
p = .367
p = .002, η2 = .07
p = .001, η2 = .27
p = .001, η2 = .10
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
More Findings
• Students that seem strikingly dissimilar on academic competence (PSLE) appear strikingly similar in terms of their design competence
• Design competence correlated with learning gains
• Teachers/experts are generally good estimators of academic competence but not of design competence
• PF teachers consistently report that they are stressed and stretched to work with students’ ideas… BUT, they themselves understood the concept of variance deeply
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
Issues
Student AbilityLearning StylesUncovering Prior KnowledgeTeacher Knowledge
• Content Knowledge• Pedagogical Content Knowledge• Design Knowledge
• Innovative teachers need to embody design
Copyright @ 2006 National Institute of Education. Produced by CITE @ ACIS
Thank you
Q&A
Email: [email protected]