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Effective teaching practices : a ke y to efficie cy in education

This article explores the importance of effective teaching practices in improving efficiency in education. It discusses topics such as teaching strategies, assessment and feedback, and expectations, supported by research evidence.

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Effective teaching practices : a ke y to efficie cy in education

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  1. Effective teaching practices: a key to efficiecy in education Beograd, 14. februar, 2009 Tinde Kovač-Cerović

  2. Preliminary remarks 1.School Curriculum, textbooks, teachers, evaluation Finances, management National level School network Maintenance Municipal level School level Where the action is

  3. How big an action? • Salaries: 96% of the education budget Hours in school annually: • Students’ time (in Serbia): 1 millionstudents x 9 months x 24 days x 5 hours = 1.080.000.000 hours • Teachers’ time (in Serbia): 100.000 x 9 months x 80 hours = 72.000.000 hours How is all this time spent?

  4. What kind of action? Place of intimate social experience: Learning Deep understanding Creativity Respect Values • Place of humaninteraction: • Teacher/student • Student/student • Teacher/teacher • Teacher/parent • Parent/parent • Place of development of the Self-concept: • Self-regulation • Self-efficacy • Self-esteem • Self-description/attribution • All depend on the • quality of IA in school 4

  5. Preliminary remarks 2. Type of investment in human resources Known obstacles for education policymaking 1. Enormous system of human interactions (roles, negotiations, human nature, conflicting interests) 2. Lay theories of education based on personal experiences 3. Features of human development and learning are not immediately observable = an inert system (2-3 yrs reaction time) = postponed effects of new initiatives (12-15 yrs) = return of investment 20-30 yrs (what on earth were we doing in the 1980’s? 1990’s? 2000’s?)

  6. Preliminary remarks 3. Learning as a rare event Attended ... Listened ... Heard ... Understood ... Remembered ... Will apply ...

  7. Due to 1 + 2 + 3 “effective teaching practices” are not rethorics but an important component of efficiency in education. In order not to become rethorics research-based evidence is crutial. Due to 1 + 2 + 3 both schools and teachers need guidance from empirical evidence

  8. Overview • 4 topics: how to ensure for learning to become more frequent? • Teaching strategies of learning and motivation motivacija • Assessment and feedback • Expectations • Teaching methods • Reflected in education research 8

  9. Research • “effectiveteaching”, • + 100 x 10 x 12 studies each year • + meta-analyses (Johnson and Johnson, 1983, 2000) • + meta-meta-analyses (Hattie, 2007, Earli, on750+ meta-analyses, 50,000 studies, and 200+ million students)

  10. Main factors Percentage of Achievement Variance Teachers Students Home Peers Schools Principal Source: Hattie: Developing Potentials for Learning, Earli, 2007

  11. Influences on Achievement .40 .30 .50 .60 .15 Typical Teacher Effects .70 .80 Developmental Effects ZONE OF DESIRED EFFECTS 0 .90 REVERSE 1.0 Source: Hattie: Developing Potentials for Learning, Earli, 2007

  12. John Hattie: Developing Potentials for Learning: Evidence, assessment, and progress, Stockholm, 2008; 12th Biennial Conference, Earli, 2007 http://edu.stockholm.se/upload/Bedömning/JohnHattie%20konf08liten.pdf (slides 13-22)

  13. Teaching or Working Conditions? (Hattie) Source: Hattie: Developing Potentials for Learning, Earli, 2007

  14. Teaching of learning strategies

  15. Effects of emphasis on learning strategies NS NE ES Creativity Programs 658 814 .70 Teaching student self-verbalization 92 1061 .67 Meta-cognition strategies 43 123 .67 Problem solving teaching 221 719 .61 Study skills 656 2446 .59 Concept mapping 91 105 .52 Motivation on learning 322 979 .48 ES 0.20 = 9 months ES 1.0 = 3 years Source: Hattie: Developing Potentials for Learning, Earli, 2007

  16. Learning strategies – flip side • Teachers? • Parents? • Peers? • Private tutors?

  17. Interpretation

  18. Assessment

  19. Assessment ES 0.20 = 9 months ES 1.0 = 3 years Source: Hattie: Developing Potentials for Learning, Earli, 2007

  20. Purpose of testing – to help teachers know: Whether their teaching methods have been successful or not Whether their learning intentions are worthwhile & challenging Where teachers can capitalize on student strengths & minimize gaps What is optimal to teach next... Purose of feedback – to help studentsknow: Whether they are progressing Provide alternative strategies to understand material Increase effort, motivation or engagement How to arrive to deep understandings v Point to directions that could be pursued Clarification Superior effect of self-report grading

  21. Assessment – flip side • Objective? • Oral examination: not objective, not reliable, rare • Relevant? • Includes irrelevant variables: verbal fluency, sensitivity for non-verbal signalisation... • Informative? • For teachers? • For students?

  22. Interpretation

  23. Teacher/student interactions Research shows that quality of interaction matters, school can create barriers or support: Hierarchy of motives Students’ memories Expectations of teachers function as self-fulfilling prophecies: Capacity development (Rosenthal & Jacobson) Motivation (Pelletier & Vallerand) Academic self-expectation best predictor of school success (Wigfield) Self’efficacy and internal locus of control the strongest predictors of school success after abilituies (Pajaros i Miller; Zimmerman i Bandura; Bandura) 23

  24. Teacher/student interactions - flip side • Lack of praise and awards • Disregard • Students struggle for getting motivated to accomplish non-challenging tasks • Teachers’ expectations uninformed

  25. Teaching methods

  26. Johnson & Johnson, 1983; 2000 • 158 studies on the effects of cooperative learning

  27. Effective teaching methods for different goals

  28. Effective cooperative teaching methods Source: Johnson &Johnson: Cooperative learning methods, 2000

  29. Cooperative learning – flip side ? • Wide offer • Slim practice • Emphasis on knowledge of specific information • Loss of possibility to gain complex learning outcomes

  30. Conclusion 1.: Which path? high quality Based on impressions Based on evidence low quality 30

  31. Concusion 2: Finding connections between input and process variables which maximize learning and social outcomes input process outcomes Evidence- Based Teaching Structures Financing Management Revisit all 3 Learning outcomes Social outcomes

  32. Conclusion 3: Schools need a conducive and rich context …and strong connections Research International instruments Education Developmental priorities Education system solutions in other countries

  33. 2025 SCHOOL Personal benefits Social benefits regulated teachers textbooks curriculum equitable financing management assessment evaluation Research participatory Development Policies efficient accountable

  34. Thank you!

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