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Evidence based teaching and learning

Evidence based teaching and learning. Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV_2012/. Structure. Starter Effective instructional strategies: Activity 1 Overview of some evidence based strategies Pairwise discussion: activity 2 Making it more complex

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Evidence based teaching and learning

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  1. Evidence based teaching and learning Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV_2012/

  2. Structure • Starter • Effective instructional strategies: Activity 1 • Overview of some evidence based strategies • Pairwise discussion: activity 2 • Making it more complex • Applying frame of reference: activity 3

  3. Before we start: testing • x

  4. As a starter • Do you consider to be educational research being of relevant for teaching practice? • Choose a number from 0 (not at all) to 9 (extremely relevant) 0__1__2__3__4__5__6__7__8__9

  5. Activity 1 • Individually: Map a list of 5 key didactical strategies that you consider or experienced to be effective. • Develop list on flip-over.

  6. What “works” in education? • What has an impact on learning performance? • Direct impact • Indirect impact (motivation, attitude, self-efficacy, …). http://www.sigo.be/sok/Kwaliteit%20in%20onderwijs.pdf

  7. Better performance Certain intervention, process, variables, … Attitude Self-efficacy Motivation Beliefs ….

  8. Certain intervention, process, variables, … • Examples • Homework • Mind maps • Giving feedback • Web based learning • Collaborative versus individual learning

  9. Mindmap

  10. Certain intervention, process, variables, … • Examples: Strongest impact? • Homework • Mind maps • Giving feedback • Web based learning • Collaborative versus individual learning

  11. Effect size • Significant impact of process, variable, …. • Integration research: meta-analysis • Summary measure: effect size (d). • Rule of thumb: d = >.40 is relevant impact. Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta-Analysis relating to Achievement. Milton Park, Oxon: Routledge.

  12. Certain intervention, process, variables, … • Examples: Strongest impact? • Homework • Mind maps • Giving feedback • Web based learning • Collaborative versus individual learning d=.29 d=.57 d=.73 d=.37 d=.59

  13. Activity 2 • Make a “thinking pair” • Check your own “top 5” with the two tables (see print out Tables Hattie) • Discuss congruency and incongruency with colleague. • What might explains (in)congruencies?

  14. Maar … even complexer maken • Akkoord met onderzoeken? • Bijv. Huiswerk

  15. http://www.hisparks.com/MathHelpers/Homework_Research_and_Policy.pdfhttp://www.hisparks.com/MathHelpers/Homework_Research_and_Policy.pdf

  16. Making it more complex Better performance Certain intervention, process, variables, … Attitude Self-efficacy Motivation Beliefs …. Characteristics learner Characteristics teaching staff

  17. Complexer: frame of reference

  18. Making it more complex • Activity 3: exemplify the frame of reference • Actors • Learner + characteristics • Teaching staff + characteristics • Didactical activity (objectives, content, media, didactical strategy, evaluation) • Context

  19. Look at the impact .. • Evidence about: • Student characteristics • Teaching staff characteristics • Teaching strategies • Curricula • Education institution characteristics • Context

  20. Learner characteristics

  21. Learner characteristics • Reducinganxiety • Diet • Gender • Personality • Self-concept

  22. Learner characteristics • Reducinganxiety (d=.40) • Diet (d=.12) • Gender (d=.12) • Personality (d=.19) • Self-concept (d=.43)

  23. Teaching staff characteristics (gebaseerd op Hattie, 2009, p. 109)

  24. Teaching staff characteristics • Expectations staff • Relationship staff member–student • Teacher subject matter knowledge • Not labelling students • Professional development staff (gebaseerd op Hattie, 2009, p. 109)

  25. Discuss with partnerand select again • Expectations staff • Relationship staff member–student • Teacher subject matter knowledge • Not labelling students • Professional development staff (gebaseerd op Hattie, 2009, p. 109)

  26. Teaching staff characteristics • Expectations staff (d=.43) • Relationship staff member–student (d=.72) • Teacher subject matter knowledge (d=.09) • Not labelling students (d=.61) • Professional development staff (d=.62) (gebaseerd op Hattie, 2009, p. 109)

  27. Conclusions

  28. Conclusions • Look for the evidence • Approach the “complex” teaching and learning setting • Consider interaction of processes/variables in different actors in the educational setting

  29. Evidence based teaching and learning Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV_2012/

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