How can we use deliberate practice to develop expert teaching? • Wednesday 2nd July 2014
Can anyone become an expert? • Mozart Vs Salieri – YouTube
‘Mozart’s brilliance owed more to his exceptional talent than to practice.’
What do we mean by practice? Not simply repetition. • Professionals tend to reach a level at which they feel comfortable and confident and stay there. (Ericsson)
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
Deakin and Cobley • 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.
Objectives Our experience • 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?
Chris Husbands E mail December 2013 • 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 • 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 • 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 Lamptoncase study that would be really good.’
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.’
K. Anders Ericsson Florida State University • Clip
Horn and Masunga Emotions Being within what you can do may feel pleasant, going beyond that may feel uncomfortable.
Characteristics of deliberate practice • The practice should be designed for self- improvement.
Characteristics of deliberate practice • The practice should be repeated to enable successive refinement.
Characteristics of deliberate practice • The designed repetitive practice should be followed by immediate formative feedback.
Characteristics of deliberate practice • Requires effort and concentration and may not be inherently enjoyable.
Are there any elements of deliberate practice that you already use in your context?
Challenges Risk • Consequences for student outcomes? • Consequences for relationships? • Classrooms are dynamic
Challenges • ‘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)
What ideas did we take from the models? • 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.
The Projects Teachers identified the areas they wanted to work on: • 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?
How have the projects been developed? Kolb’s Learning Cycle
What is different to what we have done before? • 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 werewe experimenting with? • 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.
First pilot • Did it work?
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.’
Teacher’ feedback Working together is key • ‘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.’
First pilot • What did we learn?
Our learning First pilot • 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 • 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.
Next year • 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.
Contact InformationLampton SchoolLampton AvenueHounslowTW3 4EP Tel: 0208 572 1936Fax: 0208 572 8500Email: firstname.lastname@example.orgWeb: www.lampton.org.uk