Teaching Skills That Make a Difference Jack States.
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Transcript of Teaching Skills That Make a Difference Jack States.
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