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Martin Valcke Martin.Valcke@UGent.be UTWente - May 2011

Acknowledge and explore the impact of processes and variables affecting teaching and learning. Delve into effective strategies, learner and teacher characteristics, and school influences for improved educational outcomes.

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Martin Valcke Martin.Valcke@UGent.be UTWente - May 2011

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  1. Evidence-based teaching and learning: acknowledge the impact of critical processes and variables that affect teaching and learning Martin Valcke Martin.Valcke@UGent.be UTWente - May 2011

  2. Conclusions • “What works in education?” is a too simple question. • Priority question: do we check our own quality? • Are we focused on self-monitoring of educational quality? • The “teacher as a researcher”.

  3. How will we work during this session? • x

  4. How will we work during this session? • What has the highestpositive impact onlearning of pupils? • Diet • Sleepinglonger • Watchingtelevision • Reducinganxiety • Whosays 1 ? Raiseyour hand • Whosays 2 ? Raiseyour hand …

  5. What works in education? • What has an impact on learning performance? • Direct impact • Indirect impact (motivatie, attitudes, self-concept, self-efficacy, …). http://www.sigo.be/sok/Kwaliteit%20in%20onderwijs.pdf

  6. Direct impact Higher performance Specific process, characteristic, … Attitude Self-concept Motivation Beliefs Perceptions …. • Indirect impact

  7. Specific process, characteristic, … • Examples • Home work • Mind maps • Giving feedback • Computer based instruction • Collaborative versus individual learning

  8. Mindmap

  9. Specific process, characteristic, … • Instructional process highest impact? • Home work • Mind maps • Giving feedback • Computer based instruction • Collaborative versus individual learning % % % % %

  10. Effect size • Effect didactical strategy, process, aanpak …. • Many studies: meta-analysis of these studies • Summary of effects: calculation effect size (d). • Rule of thumb: from d = >.40 the effect is interesting. Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta-Analysis relating to Achievement. Milton Park, Oxon: Routledge.

  11. Specific process, characteristic, … • Instructional process highest impact? • Home work • Mind maps • Giving feedback • Computer based instruction • Collaborative versus individual learning d=.29 d=.57 d=.73 d=.37 d=.59

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

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

  14. Making things more complex Higher performance Specific process, characteristics, … Attitudes Selfconcept Motivation Beliefs …. Characteristics learner Characteristicsteacher

  15. Making things more complex

  16. Micro-, meso- and macro level

  17. Making things more complex • Learner characteristics • Teacher characteristics • School characteristics • Instructional context

  18. Learnercharacteristics • Gender • Prior knowledge • Start at pre school level • Reduceanxiety • Diet

  19. Learner characteristics • Gender(d=.12) • Prior knowledge(d=.67) • Start at preschool level (d=.45) • Reduceanxiety(d=.40) • Diet (d=.12)

  20. Teacher characteristics (gebaseerd op Hattie, 2009, p. 109)

  21. Teacher characteristics • Expectations teacher • Relationship teacher-learner • Develop subject knowledge • Teacher training • Professional development teacher (gebaseerd op Hattie, 2009, p. 109)

  22. Teacher characteristics • Expectations teacher (d=.43) • Relationship teacher – learner (d=.72) • Develop domain knowledge (d=.09) • Teacher training (d=.11) • Professional development teacher (d=.62) (gebaseerd op Hattie, 2009, p. 109)

  23. Teacher instructional approaches • Didacticalappraoches • Objectives • Content • Media • Strategies • Evaluatiion

  24. From class to school level

  25. School characteristics

  26. School characteristics

  27. School characteristics • Summer holiday • Class size • Retention • School size • Learning in small groups

  28. School characteristics • Summer holiday (d=-.09) • Class size (d=.21) • Retention (d=-.16) • School size (d=.43) • Learning in small groups (d=.49)

  29. School in context

  30. School in context

  31. Who wants educational research? • Teachers • Ministers • School leaders • Educational developers • Editors • Researchers • …

  32. Who carries out research? • Researcher = away from practice • Teacher = away from research • Teacher as a researcher … • Chooses the research problem? • Selects alternative solutions? • Helps to interpret the results?

  33. Teacher as researcher

  34. Teacher as researcher

  35. Conclusions • “What works in education?” is a too simple question. • Priority question: do we check our own quality? • Are we focused on self-monitoring of educational quality? • The teacher as a researcher.

  36. Evidence-based teaching and learning: acknowledge the impact of critical processes and variables that affect teaching and learning Martin Valcke Martin.Valcke@UGent.be UTWente - May 2011

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