copyrightstefanakis2003, harvard university effective teaching & learning : latest research a...

copyrightstefanakis2003, harvard university

EFFECTIVE TEACHING & LEARNINGEFFECTIVE TEACHING & LEARNING:: LATEST RESEARCHLATEST RESEARCH

A Presentation A Presentation

for Program on Improving for Program on Improving Quality in Educational SystemsQuality in Educational Systems

June 10, 2003June 10, 2003

Evangeline Harris Stefanakis, Ed.DEvangeline Harris Stefanakis, Ed.D..Harvard Graduate School of EducationHarvard Graduate School of Education


WHAT IS WHAT IS EFFECTIVE EFFECTIVE TEACHING & LEARNINGTEACHING & LEARNING??

Personalize: connect to individualsPersonalize: connect to individuals

Use Interaction: active learning/ working in groupsUse Interaction: active learning/ working in groups

Focus Understanding - Mastery of CompetenciesFocus Understanding - Mastery of Competencies

Use Multiple Formats in Curriculum/AssessmentUse Multiple Formats in Curriculum/Assessment


A Century of Learning TheoriesA Century of Learning Theories Examine the relationships of Examine the relationships of student, content, and teacherstudent, content, and teacher

Student

TeacherContent


Behaviorist Learning TheoryBehaviorist Learning Theory((B.F. Skinner )B.F. Skinner )

Teacher as Transmitter of KnowledgeTeacher as Transmitter of Knowledge

Student

TeacherContent


Research based Concerns with Research based Concerns with Behaviorist LearningBehaviorist Learning

Intelligence can not be measuredIntelligence can not be measured Some students learn, many do notSome students learn, many do not Student motivation is limitedStudent motivation is limited Student participation is limitedStudent participation is limited Student retention is limitedStudent retention is limited Student learning is dependent on incentivesStudent learning is dependent on incentives


Constructivist Learning TheoriesConstructivist Learning Theories ((Dewey, Bruner, Piaget, Chomsky)Dewey, Bruner, Piaget, Chomsky)

Learner Constructs Knowledge -Learner Constructs Knowledge -Teacher As GuideTeacher As Guide

Student

TeacherContent


Socio-Cultural Learning TheoriesSocio-Cultural Learning Theories ((Vygotsky, Lennenberg)Vygotsky, Lennenberg)

Learning is Social Interaction -Learning is Social Interaction - Context is KeyContext is Key

Student

TeacherContent

Social / Cultural Context


Multiple Intelligence TheoriesMultiple Intelligence Theories ((Gardner, Sternberg, )Gardner, Sternberg, )

Learner Constructs Knowledge: Learner Constructs Knowledge: Focus on IndividualsFocus on Individuals

Student

TeacherContent


LEARNERS CONSTRUCT THEIR MEANINGLEARNERS CONSTRUCT THEIR MEANING (Piaget, Dewey, Bruner(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


NO SINGLE INTELLIGENCE,NO SINGLE INTELLIGENCE, BUT MULTIPLE INTELLIGENCES BUT MULTIPLE INTELLIGENCES

Gardner 1993, Sternberg 1994Gardner 1993, Sternberg 1994

All people have all 8 intelligences All people have all 8 intelligences Each individual has a unique profile Each individual has a unique profile Effective learning is personalizedEffective learning is personalized

Individuals learn in different ways so Individuals learn in different ways so multiple assessments guides instructionmultiple assessments guides instructionLearning is active, not a passive processLearning is active, not a passive process


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


IMPLICATIONS FOR TEACHING:IMPLICATIONS FOR TEACHING:CHANGING ROLES TEACHERSCHANGING ROLES TEACHERS

Shift Beliefs/ActionsShift Beliefs/Actions Classroom ActivityClassroom Activity Teacher RoleTeacher Role Student RoleStudent Role

InstructionInstruction ConceptsConcepts DemonstrationDemonstration AssessmentAssessment

Knowledge Transfer to ConstructionKnowledge Transfer to Construction Teacher Centered to Learner CenterTeacher Centered to Learner Center Fact Teller to Facilitator or GuideFact Teller to Facilitator or Guide Listener to CollaboratorListener to Collaborator Facts/Memory -Relationships/InquiryFacts/Memory -Relationships/Inquiry Accumulate Facts to Transform FactsAccumulate Facts to Transform Facts Quantity vs. Quality ofQuantity vs. Quality of UnderstandingUnderstanding Multiple Choice Vs Competency- Multiple Multiple Choice Vs Competency- Multiple

Assessments & PerformancesAssessments & Performances


Effective Teaching Research suggestsEffective Teaching Research suggests

1. 1. Effective teachers adjust their instruction to:Effective teachers adjust their instruction to: The GoalsThe Goals- - Expectations of the systemExpectations of the system The ContentThe Content-- Requirements of their subjectRequirements of their subject The ContextThe Context- - In school factorsIn school factors The ContextThe Context- - Out of school factorsOut of school factors 2. 2. Use a variety of techniques to teach & reteach contentUse a variety of techniques to teach & reteach content

3. Effective teachers use a sequence of skill training3. Effective teachers use a sequence of skill training

4. Effective teachers are motivated to improve their teaching4. Effective teachers are motivated to improve their teaching


Recent Research Suggests...Recent Research Suggests...

Increased Learning

CurriculumTime on Task Learning

Materials

Quality of TeachingTeachability


Out of School Factors Out of School Factors What does research suggest...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?


In School FactorsIn School Factors--What research suggestsWhat research suggests

Resources defined asResources defined as : :access to school, school size, condition of building, school access to school, school size, condition of building, school furnishing, materials for learning, school stafffurnishing, materials for learning, school staff

Research supports the need for:Research supports the need for:1) a building & a teacher1) a building & a teacher2) learning materials (books, writing tools, blackboards)2) learning materials (books, writing tools, blackboards)

Research suggests:Research suggests:11) Overcrowding poor lighting, ventilation, do not necessarily affect achievement, but do affect ) Overcrowding poor lighting, ventilation, do not necessarily affect achievement, but do affect

attitudes of teachers and learnersattitudes of teachers and learners2) The role of class size depends on the context, teachers perform better with smaller class 2) The role of class size depends on the context, teachers perform better with smaller class

size & fewer grade level groupssize & fewer grade level groups3) teachers of multi-grades, or multi-shifts need more training & materials3) teachers of multi-grades, or multi-shifts need more training & materials4) Double shifts- due to lack of facilities- affects teacher performance4) Double shifts- due to lack of facilities- affects teacher performance


In School Factors-In School Factors- What research suggestsWhat research suggests

Time AllocationTime Allocation-- defined as time spent on task, daily time in the classroom, defined as time spent on task, daily time in the classroom, length of school yearlength of school year

Research supports the need forResearch supports the need for::1)1) Increased time on taskIncreased time on task

2) Increased time on subjects2) Increased time on subjects

Research suggestsResearch suggests 1) Time allotted for tasks should be matched to educational objectives.1) Time allotted for tasks should be matched to educational objectives.

the students, the subject, and the environment,the students, the subject, and the environment,

2) Optimal patterns vary according to the teacher’s style of combining2) Optimal patterns vary according to the teacher’s style of combining

formal presentation, interactive teaching, mixed activities.formal presentation, interactive teaching, mixed activities.


In School FactorsIn School Factors--What research suggestsWhat research suggests......

Classroom ManagementClassroom Management - -defined as teacher instructional defined as teacher instructional strategies, attitudes, teacher organizationstrategies, attitudes, teacher organization

Research supports the need forResearch supports the need for::1) 1) Instructional strategies which includeInstructional strategies which include Clear oral language & defined goalsClear oral language & defined goals Flexible Grouping of students Flexible Grouping of students Learning technologies & re-teaching the contentLearning technologies & re-teaching the content

22) ) Teacher attitudes which includeTeacher attitudes which include Prompting students, giving feedback, & assessing students learning oftenPrompting students, giving feedback, & assessing students learning often

3 ) 3 ) Teacher organization which includesTeacher organization which includes pacing lessons, monitoring learning, combining assessment & instructionpacing lessons, monitoring learning, combining assessment & instruction2) Optimal patterns for instructional activities consider2) Optimal patterns for instructional activities consider


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To Summarize, reconsider a processTo Summarize, reconsider a process…. ….

Create a Design for your SystemCreate a Design for your SystemFocus on Quality of Teaching & LearningFocus on Quality of Teaching & Learning

Using Research as a GuideUsing Research as a Guide

Handout 10 -Follow-up PlanningHandout 10 -Follow-up Planning

A Process of Teacher DevelopmentA Process of Teacher Development

copyrightstefanakis2003, harvard university effective teaching & learning : latest research a...

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