How can we use deliberate practice to develop expert teaching?Wednesday 2nd July 2014

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• Mozart Vs Salieri – YouTube

Can anyone become an expert?

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‘Mozart’s brilliance owed more to his exceptional talent than to practice.’

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Mozart did an exceptional amount of practice.

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•Professionals tend to reach a level at which they feel comfortable and confident and stay there. (Ericsson)

What do we mean by practice?

Not simply repetition.

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Practice should involve pushing oneself beyondcurrent ability

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Implications

The path to success might not be straightforward.

Trying something new and difficult might initially lead to failure.

Michael Jordan - Michael Jordan "Failure" Commercial HD 1080p - YouTube

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• Elite figure skaters attempted the jumps that they had not yet mastered more frequently that the less expert ice-skaters.

• The result was that the elite skaters kept failing and falling on the ice, but eventually they improved.

Deakin and Cobley

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• 1) Explain what we mean by deliberate practice when we are using it at Lampton.

• 2) Describe how we have developed the deliberate practice model with the pilot group and our plans for next year.

• Reflection

• Is there anything from this model that might be useful in your context?

Objectives

Our experience

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• When I did my thinking about the formula and especially about deliberative practice I had two things in mind. First the OTP, which I think is a very well thought out conceptual model for teacher development.

Chris Husbands

E mail December 2013

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• The second thing I had in mind was the work coming out of the Lesson Study model in Japan – I think the way the lesson study model has focussed on specific aspects of the lesson is exactly where we need to go.

Chris Husbands

E mail December 2013

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• All that said, I don’t think we have good detailed research on how deliberative practice can really work on improving pedagogy and if you can work on that through a Lampton case study that would be really good.’

Chris Husbands

E mail December 2013

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What is deliberate practice?

Weisberg, 2006

•‘The intentional repeated execution, usually under the instruction of a coach, of skills directly relevant to improving the performance in question.’

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• Clip

K. Anders Ericsson

Florida State University

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Horn and Masunga

Being within what you can do may feel pleasant, going beyond that may feel uncomfortable.

Emotions

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•The practice should be designed for self- improvement.

Characteristics of deliberate practice

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•The practice should be repeated to enable successive refinement.

Characteristics of deliberate practice

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•The designed repetitive practice should be followed by immediate formative feedback.

Characteristics of deliberate practice

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•Requires effort and concentration and may not be inherently enjoyable.

Characteristics of deliberate practice

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Are there any elements of deliberate practice that you already use in your context?

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• Consequences for student outcomes?

• Consequences for relationships?

• Classrooms are dynamic

Challenges

Risk

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• ‘For most of us, the word “practice” elicits images of repeated performances aimed at refining and perfecting some skill. Teachers do not practice, they “teach.” Perhaps deliberate practice for teachers is approaching the normal activities of teaching in a “deliberate” way. ’ (Dunn and Shriner, 1998 p.647)

Challenges

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• Coaching. (OTP)• Working in small groups. (OTP)• Recording parts of lessons to use to stimulate

discussion. (Lesson study.)

• We also included student voice. Participants have interviewed students to find out how their perspective.

What ideas did we take from the models?

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• How can we use dialogic learning to encourage students to think more deeply?

• How we make verbal feedback as effective as possible?

• How can we improve our use of collaborative learning strategies?

The Projects

Teachers identified the areas they wanted to work on:

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How have the projects been developed?

Kolb’s Learning Cycle

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• Emphasis on moving beyond your comfort zone, so the choice of focus had to be personal. Teachers identified the area that they wanted to develop themselves.

• Emphasis on repetition of the same skill over

an extended period of time.

What is different to what we have done before?

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•Increased emphasis on coaching.•Trialling different ways to measure progress and use evidence as a stimulus for the coaching conversation, e.g. recorded student’ interviews and filming relevant sections of a lesson.

What were we experimenting with?

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•Did it work?

First pilot

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Teacher’ feedback

From a participant in the pilot study

• ‘Amongst the myriad of things we do regularly and automatically, we often get into the habit of doing the same things in the same way, repeating the same practice, without reflection. Seeing and listening to myself in recordings, has helped me focus on the questions I ask children and my effectiveness in terms of ensuring that the pupils know what I am looking for and therefore know how to improve.’

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•‘We co-planned strategies to improve my oral feedback in lessons. It was brilliant to have the opportunity to work with other teachers to share current practice. Also to have the time to stop and reflect on what I do.’

Teacher’ feedback

Working together is key

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•What did we learn?

First pilot

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• The group emphasised the importance of a non-judgemental space to experiment with new ways of doing things. It is important to have an expectation that things might not work first time, and to keep re-designing.

• The group needs to be highly motivated and generous with their time.

Our learning

First pilot

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• Once identified an area to improve it is helpful to have a ‘master craftsman’ to demonstrate.

• Structure time for coaching.

• Key pressure points in the year need to be taken into account e.g. exam time.

Our learning

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Are there any ideas from the session that might be useful in your context?

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• 20 people taking part.

• Programme will run throughout the year.

• Input in September and January and groups will do a presentation in the summer term/

• There will be three learning cycles, and twilight sessions set aside

for coaching.

Next year

Contact InformationLampton SchoolLampton AvenueHounslowTW3 4EP

Tel: 0208 572 1936Fax: 0208 572 8500Email: info@lampton.org.ukWeb: www.lampton.org.uk