What is Effective Teaching?

1. What is Effective Teaching? What constitutes effective teaching has long been contested in the educational literature (Tuckman, 1995; Ornstein, 1995; Darling-Hammond & Bransford, 2005) There is even debate as to whether teaching is best conceived as ‘art’, ‘craft’, or ‘science’ (Eisner, 1995).

2. Defining Pedagogy …any conscious activity by one person designed to enhance learning in another (Mortimore, 1999, p.3) • What are the essential processes involved, how they work and the range of situational factors that may promote or inhibit effective learning?

3. Constructing an Experience that.. • Gets good attention and engagement • Builds interest and rapport • Imbues positive beliefs and psychological states • Promotes the desired learning outcomes As opposed to…

4. Introduction to the SP Learning Framework WHY WHAT HOW

5. Teaching Quality – the big factor in Student Learning “…nothing is as important to learning as the quality of a student’s teacher. The difference between a good teacher and a bad teacher is so great that fifth-grade students who have poor teachers in grades three to five score roughly 50 percentile points below similar groups of students who are fortunate enough to have effective teachers” (Izumi, T. L. & Evers, W. M., 2002, ix) “The effect of the teacher far overshadows classroom variables, such as previous achievement level of students, class size…heterogeneity of students, and the ethnic and socio-economic makeup of the classroom.” (Rivers, C. J. & Sanders, W. L., 2002, p.17)

6. Enhanced Professional Teaching Role The professional teaching role is now much more than the transmission of knowledge through traditional didactic means. If teachers are to prepare an even more diverse group of students for much more challenging work – for framing problems, finding, integrating and synthesizing information: creating new solutions; learning on their own, and working cooperatively – they will need substantially more knowledge and radically different skills than most now have and most schools of education now develop. (Darling-Hammond,1995, p.154)

7. Towards a Science of Learning There is increasing recognition of a substantive and validated research base that is beginning to constitute a ‘science of learning’. For example, Marzano (1992) argued that: “…over the past 3 decades, we have amassed enough research and theory about learning to derive a truly research based-model of instruction”(p.2) More recently, Darling-Hammond & Bransford (2006), from surveying the research findings, concluded that: There are systematic and principled aspects of effective teaching, and there is a base of verifiable evidence of knowledge that supports that work in the sense that it is like engineering or medicine(p.12)

8. Basis of the Learning Framework The Learning Framework has been constructed from a comprehensive and critical review of the research literature on human learning from a wide range of fields (e.g., experimental, cognitive and social psychology) and research on best practices in a range of educational and cultural contexts.

9. Learning Framework: Key Purposes • A research-based practical guide to help SP lecturers produce and deliver effective and creative learning designs that result in quality student learning outcomes • An empirically grounded base from which to structure effective and efficient staff development programmes, events and research for the range and level of professional competence needed for a high quality lecturing force.

10. Not a ‘one size’ fits all approach It is important to note that the Learning Framework does not prescribe strategies and methods to use in teaching or planning learning, nor is it aligned to any particular perspective or paradigm in education or psychology. The core principles of learning, which are a key component of the framework, provide lenses or frames from which lecturers can thoughtfully plan student learning from a solid empirical base.

11. Core Principles of Learning • Learning goals, objectives and expectations are clearly communicated • Learners’ prior knowledge is activated and connected to new learning • Motivational and Attentional strategies are incorporated into learning designs • Content is organized around key concepts and principles that are fundamental to understanding the key structure of a subject • Self-directed learning is encouraged through facilitating the development of good thinking

12. Core Principles of Learning [cont’d] 6.Instructional methods and presentation mediums engage the range of human of senses (e.g. visual, auditory, kinaesthetic) • Learning design takes into account the working of memory systems • Learner competence is promoted through active and experiential learning • A psychological climate is created which is positive, success orientated and promotes self-esteem • Assessment practices are integrated into the learning design to promote desired learning outcomes and provide quality feedback

13. Core Principles – they are not... They are not meant to be exhaustive nor summative, and they are always mediated by the situated context in which learning occurs. Furthermore, it is important to bear in mind that while each principle focuses attention on a key area relating to effective pedagogy, they are not discrete or separate in that they should be considered independently of each other. In fact, they are mutually supporting, interdependent and potentially highly synergetic. As Stigler & Hiebert (1999) highlight: Teaching is a system. It is not a loose mixture of individual features thrown together by the teacher. It works more like a machine, with the parts operating together and reinforcing one another, driving the vehicle forward. (p.75)

14. Using Core Principles Thoughtfully- The Situated Context of learning • Effective and creative design of learning involves a thoughtful consideration • of the core principles as well as relevant situated factors in the construction • of teaching and learning strategies. Key situated factors involve: • The specific learning outcomes (e.g., recall of facts, conceptual understanding, competence, etc) • The subject domain (e.g., nature of knowledge in the discipline, methodological approach specific to the discipline, etc) • Learner characteristics (e.g., motivational level, prior competence, learner preferences, etc) • Learning context and resource availability (e.g., learning environment, facilities, resources, etc) • As Darling-Hammond & Bransford (2005) point out: • …teachers not only need to understand basic principles of learning but must • also know how to use them judiciously to meet diverse learning goals in contexts • where students differ in their needs.(p.78)

15. The core principles that underpin good learning design in the face-to- face learning context are equally applicable to designing and managing learning in the online environment. Learning online does not change the way the human brain functions or the basic processes of learning. Clarke (2005) illustrates this fundamental point when he argued that: The most robust instructional principles are those based on a model of human psychological learning processes….Any given instructional method will be effective or ineffective depending on the extent to which it supports or disrupts basic-learning psychological processes regardless of the delivery media.(p.594) Online Learning in the context of Core Principles

16. Online Versus Face-to-Face Apart from the anytime, anyplace benefits… …what else can the online environment offer that creates learning opportunities beyond that of the typical face-to-face classroom context?

17. Hyperlink the ‘Killer’ online feature? “…the hyperlink, which is practicably without counterpart in the physical world of traditional academics. Within an internet document, hyperlinks are used to bring multisourced information into the primary text or to give the reader a path to alternative media. In essence, this eliminates the physical separation of material messages that are logically connected. In addition to text, hyperlinked messages may be pictures, sound files, animations, or video clips. External links can refer students to other information-rich Internet sites, including personal Web pages, specialized bibliographies, and professional specialists” (Hamilton, S. & Zimmerman, S., 2002, p.270)

18. Utilizing online capability Firstly, it is important to be aware of what unique capabilities are provided by online technologies. These are typically: • Anytime, anyplace access to online resources • Hyperlinked multi-modal, dynamic content • Global social networking Secondly, it is necessary to identify specific technologies and their potential learning enhancement capabilities (e.g., which e- tools can enhance specific aspects of learning, for what learners, how and in what contexts, etc?). In that an e-tool support any of the core principles, there are possible enhancement to aspects of the learning process.

19. Online or Not Online? – that is the Question • Will the online components enhance the quality of student learning (e.g., increase the potential learning effectiveness for a group of learners – based on how the design positively impacts core principles)? • What are the relative costs in resources (e.g., money, time, etc) in using online components as compared to face-to-face teaching? We may be prepared to trade-off some effectiveness for significant gains in efficiency (e.g., in the case of motivated distance learners)

20. Challenge to Teaching Professionals • Design effective and creative learning designs • Strategically use a range of info-communication technologies to enhance learning opportunities • Do this in a resource effective manner

21. What will this involve? Highly effective teaching professionals will require: • Pedagogic Literacy – a sound understanding of human learning and how this can be applied in their specific domains to produce effective learning designs in a range of contexts • Key Professional Competences – technical skills in producing effective curriculum approaches, learning and teaching strategies, resource networks and assessment systems

22. And…… • Key Generic Competences – skills in interpersonal communication, facilitation, coaching and mentoring as well as ICT skills in using a range of technologies to support teaching and learning • Creative Teaching Competence – ability to use the range of skills in novel and effective ways to meet the demands of more diverse learning groups and changing learning environments