evidence-based teaching and learning: acknowledge the impact of critical processes and variables...

Evidence-based teaching and learning: acknowledge the impact of critical processes and variables that affect

teaching and learning

Martin ValckeMartin.Valcke@UGent.be

UTWente - May 2011

Conclusions

• “What works in education?” is a too simple question.

• Priority question: do we check our own quality?

• Are we focused on self-monitoring of educational quality?

• The “teacher as a researcher”.

How will we work during this session?

• x

How will we work during this session?

• What has the highest positive impact on learning of pupils?1. Diet

2. Sleeping longer

3. Watching television

4. Reducing anxiety• Who says 1 ? Raise your hand

• Who says 2 ? Raise your hand …

What works in education?

http://www.sigo.be/sok/Kwaliteit%20in%20onderwijs.pdf

• What has an impact on learning performance?– Direct impact– Indirect impact (motivatie, attitudes, self-

concept, self-efficacy, …).

Specific process, characteristic, …

AttitudeSelf-conceptMotivation

BeliefsPerceptions

….

Higher performance

Indirect impact

Direct impact

Specific process, characteristic, …

• Examples1. Home work

2. Mind maps

3. Giving feedback

4. Computer based instruction

5. Collaborative versus individual learning

Mindmap

13

• Instructional process highest impact?1. Home work

2. Mind maps

3. Giving feedback

4. Computer based instruction

5. Collaborative versus individual learning

%

%

%

%

%

Specific process, characteristic, …

Effect size• Effect didactical strategy, process, aanpak ….

• Many studies: meta-analysis of these studies

• Summary of effects: calculation effect size (d).

• Rule of thumb: from d = >.40 the effect is interesting.

Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta-Analysis relating to Achievement.Milton Park, Oxon: Routledge.

• Instructional process highest impact?1. Home work

2. Mind maps

3. Giving feedback

4. Computer based instruction

5. Collaborative versus individual learning

d=.29

d=.57

d=.73

d=.37

d=.59

Specific process, characteristic, …

Maar … even complexer maken

• Akkoord met onderzoeken?

• Bijv. Huiswerk

http://www.hisparks.com/MathHelpers/Homework_Research_and_Policy.pdf

AttitudesSelfconcept Motivation

Beliefs….

Higher performance

Making things more complex

Characteristics learner Characteristic

steacher

Specific process, characteristics, …

Characteristics of the learner(s)

Characteristics of instructor(s)

Support learner(s)

Didactical activity

Learning activities

Context

Support of the instructor(s)

Organisation

- Instructor(s) (teacher, professor, tutor, coach, trainer, ...)- Team of instructors

- Learner(s) (student, trainee, pupil, visitor, tutee, …)- Group, class, subgroup

Making things more complex

Learning objectives

Assessment & Evaluation

Instructional strategy

Learning content

Media

Assessment & Evaluation

Learning activities

Didactical activity

Mic

ro-,

mes

o- a

nd m

acro

leve

l

Making things more complex

• Learner characteristics

• Teacher characteristics

• School characteristics

• Instructional context

1. Gender

2. Prior knowledge

3. Start at pre school level

4. Reduce anxiety

5. Diet

Learner characteristics

1. Gender (d=.12)

2. Prior knowledge(d=.67)

3. Start at preschool level (d=.45)

4. Reduce anxiety(d=.40)

5. Diet (d=.12)

Learner characteristics

Teacher characteristics

(gebaseerd op Hattie, 2009, p. 109)

Teacher characteristics

1. Expectations teacher

2. Relationship teacher-learner

3. Develop subject knowledge

4. Teacher training

5. Professional development teacher

(gebaseerd op Hattie, 2009, p. 109)

Teacher characteristics

1. Expectations teacher (d=.43)

2. Relationship teacher – learner (d=.72)

3. Develop domain knowledge (d=.09)

4. Teacher training (d=.11)

5. Professional development teacher (d=.62)

(gebaseerd op Hattie, 2009, p. 109)

Teacher instructional approaches

• Didactical appraoches1. Objectives

2. Content

3. Media

4. Strategies

5. Evaluatiion

From class to school level

School characteristics

Sch

ool c

hara

cter

isti

cs

School characteristics

1. Summer holiday

2. Class size

3. Retention

4. School size

5. Learning in small groups

School characteristics

1. Summer holiday (d=-.09)

2. Class size (d=.21)

3. Retention (d=-.16)

4. School size (d=.43)

5. Learning in small groups (d=.49)

School in context

School in context

Who wants educational research?

• Teachers• Ministers• School leaders• Educational developers• Editors• Researchers• …

Who carries out research?

• Researcher = away from practice

• Teacher = away from research

• Teacher as a researcher …– Chooses the research problem?– Selects alternative solutions?– Helps to interpret the results?

Teacher as researcher

Teacher as researcher

Conclusions

• “What works in education?” is a too simple question.

• Priority question: do we check our own quality?

• Are we focused on self-monitoring of educational quality?

• The teacher as a researcher.

Evidence-based teaching and learning: acknowledge the impact of critical processes and variables that affect

teaching and learning

Martin ValckeMartin.Valcke@UGent.be

UTWente - May 2011