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Evidence-based teaching and learning: acknowledge the impact of critical processes and variables that affect
teaching and learning
Martin [email protected]
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 [email protected]
UTWente - May 2011