1 / 37

Enhancing Teaching and Learning: Evidence-Based Strategies for Effective Instruction

Explore evidence-based strategies for effective teaching and learning, including key didactical methods and impactful variables such as attitude, motivation, and feedback. Understand the significant impact of processes and variables on learning outcomes.

salvatoreshields
Télécharger la présentation

Enhancing Teaching and Learning: Evidence-Based Strategies for Effective Instruction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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/

More Related