Anita Woolfolk Hoy The Ohio State University Hoy.17@osu waynekhoy

1. Conceptualizing Excellence in Teaching Anita Woolfolk Hoy The Ohio State University Hoy.17@osu.edu www.waynekhoy.com

2. Overview Pre-Service Teachers in Taiwan Excellent Teaching=Student Learning Research and models Junior High: Engagement, Motivation High School: Adaptive Teaching

3. Pre-Service Teachers • Wang, H. H. (2012). Adaptive and motivated: Psychological qualities of college students in teacher education programs in Taiwan. British Educational Research Journal, 38, 655–675.

4. 2005 IHEDS National survey: 2349 pre-service teachers, 2349 not • Self-report, 35-item Likert scale: “I am good at persuading others. “I feel confident.”“I am lonely and isolated.”“I do not cut class.” • Results: Pre-service teachers: • Better oral communication and interpersonal skills • More open to diverse values and opinions • Higher levels of self-esteem • Lower levels of social isolation and depression • More committed to academic work and future career Ready to become excellent teachers. What does that mean?

5. Excellent Teaching • Early Research • Rice (1897): Teaching spelling • Barak Rosenshine and Norma Furst (1973) • Teacher Knowledge: Content and (today) Pedagogical Content Knowledge (learning) • Teacher Clarity and Organization (learning) • Teacher Warmth and Enthusiasm (liking, engagement)

6. Excellent Teaching: Current Models and Conceptualizations • Social-Relational • Academic Optimism • Robert Pianta and the CLASS model • Instructional • Charlotte Danielson’s Framework for Teaching • TeacherWorks: 19 High-Leverage Practices • Understanding by Design (Wiggins & Tighe)

7. Importance of Relationships Interactions with adults are the scaffold for school success in: • Self‐regulation, emotional self‐control, task orientation, persistence, motivation, engagement • Cognitive outcomes, language, academic knowledge Instruction is, in part, a social process: • Interactions with teachers are a (not only) “medium” • Excellent teaching is embedded in relationships and interactions Interactions operate across all content

8. Two Examples of the Importance of Relationships Longitudinal studies: Research by Robert Pianta and Colleagues • Quality of the teacher–student relationship in kindergarten predicted academic and behavioral outcomes through the 8th grade (Hamre & Pianta 2001) • Higher-level (not just basic skills) instruction and positive relationships with teachers increased math achievement for lower achievers (Crosnoe et al., 2010).

9. Academic Optimism • Hoy, W. K. (2012). School characteristics that make a difference for the achievement of all students: A 40-year academic odyssey. Journal of Educational Administration, 50, 76-97. • Relational variables?

11. CLASS: Classroom Assessment Scoring System™ Dimensions of Successful Classrooms Remember--Interactions with adults are the scaffold for school success. Those interactions create: • Emotional support • Instructional support • Classroom organization

13. http://curry.virginia.edu/research/centers/castl/class • http://www.teachstone.com • See also Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4Rs Program. Journal of Educational Psychology, 102, 153–167.

14. InstructionalFramework for TeachingCharlotte Danielson (2013) • “identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. While the Framework is not the only possible description of practice, these responsibilities seek to define what teachers should know and be able to do in the exercise of their profession” (p. 3)

15. Divides the complex task of teaching into the 22 components below, clustered into 4 domains of teaching responsibility: Planning and Preparing Classroom Environment Instruction Professional Responsibilities www.danielsongroup.org/article.aspx?page=frameworkforteaching

16. Teacher Works • National US project based at the University of Michigan • With teachers, identified “a set of ‘best bets,’ warranted by research evidence, wisdom of practice, and logic.” • Specific  can be taught and observed • www.teachingworks.org/work-of-teaching/high-leverage-practices

17. TeacherWorks 19 High-Leverage Teaching Practices 1. Making content (e.g., specific texts, problems, ideas, theories, processes) explicit through explanation, modelling, representations, and examples 2. Leading a whole-class discussion 3. Eliciting and interpreting individual students’ thinking 4. Establishing norms and routines for classroom discourse and work that are central to the subject-matter domain 5. Recognizing particular common patterns of student thinking and development in a subject-matter domain 6. Identifying and implementing an instructional response or strategy in response to common patterns of student thinking 7. Teaching a lesson or segment of instruction 8. Implementing organizational routines, procedures, and strategies to support a learning environment

18. 9. Setting up and managing small group work 10. Engaging in strategic relationship-building conversations with student 11. Setting long- and short-term learning goals for students referenced to external benchmarks 12. Appraising, choosing, and modifying tasks and texts for a specific learning goal 13. Designing a sequence of lessons toward a specific learning goal 14. Selecting and using particular methods to check understanding and monitor student learning during and across lessons 15. Composing, selecting, and interpreting and using information from quizzes, tests, and other methods of summative assessment 16. Providing oral and written feedback to students on their work 17. Communicating about a student with a parent or guardian 18. Analyzing instruction for the purpose of improving it 19. Communicating with other professionals

19. Thinking about Planning • Understanding by Design • Wiggins and Tighe (2006) • Avoids the “twin sins” of planning • Backwards design • from big ideas and essential questions • to evidence of understanding • to teaching plan

21. Junior High • 1. How do teachers design learning environments and lessons to capture and hold student interest and encourage cognitive investment? • 2. How do teachers help students become more self-regulating? Relationships: Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., Oort, F. J. (2011). What else? What can teachers do?

22. On TARGETT for Learning • Task motivation • Autonomy • Rewards • Grouping • Evaluation & feedback • Time for learning • Teacher expectations

23. Tasks for Learning • Task value • Attainment value: tied to needs/identity • Intrinsic or interest value • Utility value/reach goals--> future • Authentic tasks • Problem-based learning • Task operations: risk & ambiguity

24. Doyle’s Task Operations RISK High Low Opinion Comprehension High AMBIGUITY Simple memory or simple routine Difficult memory or difficult routine Low

25. Supporting Autonomy • Student choices • Bounded choices • Student choice on feedback

26. Recognizing Accomplishments • Authentic praise, specific and justified • Personal improvement • Cautions for use of rewards!

27. Grouping Goal structures • Individualistic • Competitive • Cooperative • Jigsaw • Inquiry • Numbered Heads • Think/Pair/Share

28. Evaluation & Time • Effects of evaluation • Emphasize learning, not grades • Self-evaluation • Rationales and Rubrics • Effects of time pressure • Time for engagement • Time pressure on tests

29. Teacher Expectations • Self-fulfilling prophecy • Sustaining expectation effect • Sources of expectations • Tests • Family • Reputations • Who is affected and when?

30. Teacher Behaviors and Student Reactions • Instructional strategies: Grouping, pacing, difficulty level • Teacher-student interaction differences • Quality and quantity of questions • Amount of time to answer • Number of teacher interruptions • Nonverbal behaviors

31. Strategies to Encourage Motivation and Thoughtful Learning

32. Necessary Classroom Conditions • Organized classroom • Free from interruptions • Safe-to-fail environment • Challenging but reasonable work • Authentic, worthwhile tasks

33. Critical Student Questions • Can I do it? • Do I want to do it? • What do I need to do to succeed? • Do I belong in this class?

34. 1. Can I do it? Building Confidence & Positive Expectations • Match tasks to student ability level • Move in small steps • Clear, specific, attainable learning goals • Stress self-comparison • Communicate that academic ability can be improved • Model good problem solving

35. 2. Do I want to? Seeing the Value of Learning • Older students: utility value, attainment value • Younger students: intrinsic/interest value • Intrinsic value • Tie class activities to student interests • Arouse curiosity • Make learning fun (if possible) • Use novelty and familiarity

36. Seeing the UtilityValue of Learning: • Explain connections • Provide incentives and rewards if needed • Authentic tasks: • Ill-structured • Real world problems

37. 3. Staying Focused on the Task • Frequent assessments and opportunities to respond • Have students create finished products • Avoid heavy emphasis on grades and competition • Reduce task risk without oversimplifying the task • Model motivation to learn • Teach particular learning tactics 4. Do I Belong? Relationships

38. Beginning Teachers’ Motivation Strategies Newby, J. T. (1991). Classroom motivation: Strategies of first year teachers. Journal of Educational Psychology, 83, 195-200.

39. Resources • http://p20motivationlab.org

40. High School: Adapting Instruction • Remember Relationships • Remember Motivation • Differentiated Instruction Flexible Grouping Joplin Plan • Adaptive Teaching Matching support to student abilities and needs

41. Relationships and MotivationMentoring

42. Ideas for Mentoring • Take advantage of technology. • Establish “email pals” for students, with retired adults or successful former students as their mentors. • Download resources from NWREL’s National Mentoring Center, especially their school-based mentoring and tutoring materials (http://educationnorthwest.org/resource/360 . • Let students know you believe in them. • Set standards high and give critical feedback, but also provide support and encouragement. • Showcase accomplishments of former students. • Take the time to establish and maintain relationships. • Don’t expect trust right away; you may have to earn it. • Spend some time with students outside academics—before or after school, as part of clubs or extracurricular activities. Have some fun together. Find common interests. • If you set up a more formal mentoring system, be sure participants are trained and monitored. • Use materials from national mentor groups for training, for example, Elements of Effective Practice from MENTOR/National Mentoring Partnership http://www.mentoring.org/start_a_program/planning_and_design/. • Have regular times to provide training and to deal with problems that may arise.

43. Flexible Grouping • Form and re-form groups based on accurate diagnosis of students’ current performance in the subject being taught. Groupings can be across grades (Joplin Plan) • Make sure different groups get appropriately different instruction, not just the same material. Make sure teachers, methods, and pace are adjusted to fit the group’s needs. • Vary more than pace; fit teaching to students’ interests and knowledge. • Assign all groups research reports, but have some be written, and others oral or PowerPoint presentations. • Organize and teach groups so that low-achieving students get appropriate extra instruction—not just the same material again. Make lower achieving groups smaller so students get extra attention. • Make sure all work is meaningful and respectful—no worksheets for lower ability groups while the higher ability groups do experiments and projects. • Discourage comparisons between groups and encourage a whole-class spirit. • Keep the number of groups small (two or three at most) so that you can provide as much direct teaching as possible—leaving students alone for too long leads to less learning. http://www.eduplace.com/science/profdev/articles/valentino.html

45. Bringing it All Together Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in K–12 academic performance: An integrative perspective on student learning, Educational Psychologist, 45, 185–202. • Synthesis of 150 studies • Showing moderate to strong effect sizes linking personal/social factors to achievement. • 4 factors: • Student engagement • Learning strategies • School climate • Social-Family factors

46. Student Personal Factors

47. Social-Contextual Factors

48. Other References Corno, L. (2008). On teaching adaptively. Educational Psychologist, 43, 161–173. Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S. L., & Clarke-Stewart, K. A. (2010). Instruction, teacher–student relations, and math achievement trajectories in elementary school. Journal of Educational Psychology, 102, 407–417. Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638. Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach, Review of Educational Research, 81, 493-529.