Teaching Skills That Make a Teaching Skills That Make a DifferenceDifference

Jack StatesJack States

35 years studying “research to practice” issues…

from the “practice” side

1978 - 20041978 - 2004

Operated a large non-profit organization in SF Bay AreaOperated a large non-profit organization in SF Bay Area

six spec. ed schools adult programs

residential programs employment supportive services

public school consultation teacher training campus

Deliberately implemented a organizational culture based on:Deliberately implemented a organizational culture based on:

Evidence-based Evidence-based Clinical problem solvingClinical problem solving

research to practiceresearch to practice data-based decision making

Performance feedbackPerformance feedback Positive reinforcementPositive reinforcement

student, staff, organizationstudent, staff, organization student, staff, organizationstudent, staff, organization

2004 - present2004 - present

independent, non-profit operating foundation

promote evidence-based education policies and practices

act as a catalyst to facilitate communication, cooperation and collaboration between individuals and organizations currently engaged in evidence based education

engage in data-mining, gathering, analyzing and disseminating data

Merriam-Webster's Word of the Year

2013

Science

5

Respondents Who Do Not Have Respondents Who Do Not Have A High School DegreeA High School Degree

Is Astrology Scientific?

6

Continuums of Evidence

Threshold of Evidence

Quality of the Evidence

Personal Observation

Expert Opinion

Current “Gold Standard”Randomized Controlled Trial

Uncontrolled Studies

General Consensus

Single Case Designs

Semi-Randomized Trials

Well-conducted Clinical Studies

Quantity of the Evidence

Meta-analysis (systematic review)

Single Case Replication (Direct and Parametric)

Single Study

Various Investigations

Repeated Systematic Measures

Convergent Evidence

Janet Twyman

Where Do Teachers Rank?Where Do Teachers Rank?

What is Our Level of Analysis?What is Our Level of Analysis?

Package- Good Behavior

Game - Reciprocal

Teaching

Systems - RtI- PBIS

Practice Elements

- High Rates of Responding- Corrective Feedback

What Makes an Effective TeacherWhat Makes an Effective Teacher

• Creating a classroom climate conducive to learning

• Using instructional strategies that effectively deliver instruction

• Data-based decision making and assessing student progress

• Effective use of personal competencies

What Works? What Works? Explicit Instruction or Explicit Instruction or

ConstructivismConstructivism

Hattie, 2009

Placeholder

11

Practice Practice

ElementElement

Survey Survey

Classroom Classroom Management Management

--Classroom Classroom Climate Climate

What is the Impact of What is the Impact of Classroom Management? Classroom Management?

Appropriate Behavior

Classroom Management

Behavior Management Evidence Behavior Management Evidence

Practice Elements Effect Size Survey Quantity Quality

Proactive ManagementDifferential ReinforcementContingent PraiseActive SupervisionPre-teachingToken EconomiesBehavior Contracts

0.95

1.29

0.27-0.40

1154237181062

Rules & ProceduresClassroom Rules & ProceduresSchool-wide Rules & ProceduresClass-wide Contingencies

0.760.351.02

97492820

Behavior ReductionCorrective FeedbackResponse Cost Explicit ReprimandsIgnoring Time-out

0.810.53

574510110

Structured Environment 2814

Red = Low – Yellow = Medium – Green = High

Delivering Delivering InstructionInstruction

Instruction Delivery Evidence Instruction Delivery Evidence

Practice Elements Effect Size Survey Quantity Quality

PlanningInstructional designScope and sequencing Instruction linked to "big Ideas”Instructional objectivesObjectives tied to standards

0.570.57

85251818177

High rates of responding 80

Corrective feedback 0.73 45

Differential reinforcement 0.80 42

Mastery learning 0.58 30

Guided practice 0.37 25

Teacher demonstration 0.82 23

Quantity of instruction 0.84 22

Real world opportunities 22

Groupings 0.45 1716

Red = Low – Yellow = Medium – Green = High

Instruction Delivery Evidence Instruction Delivery Evidence

Practice Elements Effect Size

Survey Quantity Quality

Cumulative review 0.88 15

Errorless learning 0.59 15

Guided prompts 12

Questioning 0.46 10

Peer coaching 0.55 9

Spaced vs. massed practice 0.71 9

Meta-cognitive strategies 0.69 8

Guided notes 1.02 7

Student verbalization 0.64 7

Chaining 1

Data-based decision making See Assessment 17

Red = Low – Yellow = Medium – Green = High

Instructional DesignInstructional Design• Feedback for Correct Answers (e.g., Azevedo & Bernard,

1995)

• Error Feedback (e.g., Van Houten, 1984)

• Adapting Difficulty (e.g., Tsai, Kinzer, Hung, Chen, & Hsu, 2013)

• Error Remediation (e.g., James & Folorunso, 2012)

• Mastery-Based Instruction (e.g., Kulik & Kulik, 1990)

• Frequent, Meaningful Learner Interaction (e.g., Greenwood, Delquadri, & Hall, 1984)

• Clearly-Stated Learning Objective (e.g., Ericsson & Lehmann, 1996)

18

Balefire

http://www.balefirelabs.com/apps/

Importance of Importance of Assessing Assessing ProgressProgress

andandData-based Data-based

DecisionDecisionMakingMaking

AssessmentAssessment MethodsMethods

Assessment and Data-based Assessment and Data-based Decision making Decision making

Evidence Evidence

Practice Elements Effect Size

Survey Quantity Quality

Formative Assessment:Data collection*Data graphing*Data analysis*

0.900.260.700.90

133292834

Pre-assessment 3

21

Red = Low – Yellow = Medium – Green = High

* Effect sizes for formative assessment are the combined impact of using all three practices, data collection,

graphing, and analysis

Importance of Importance of Personal Personal

Competencies Competencies

Impact of Teacher – Student Impact of Teacher – Student Relations Relations

23

Personal Competencies Personal Competencies Evidence Evidence

Practice Elements Effect Size

Survey Quantity Quality

Teacher-student relations: authenticity, listening, flexible, warmth, and cultural sensitivity

0.72 53

Personal organization: time management, deadlines, accurate work

17

Problem solving 14

Health 10

24Red = Low – Yellow = Medium – Green = High

What Would You Teach First?What Would You Teach First?

1. Classroom Management Reinforcement Active Supervision Classroom Rules and Procedures

2. Instruction Delivery Planning: Big Ideas and Instructional Design High Rates of Responding Differential Reinforcement Mastery Learning Quantity of Instruction

3. Formative Assessment and Data-Based Decision Making

4. Personal Competencies (soft skills)25