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

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”.

How will we work during this session? x

What has the highest positive impact on learning of pupils? 1.Diet 2.Sleeping longer 3.Watching television 4.Reducing anxiety Who says 1 ? Raise your hand Who says 2 ? Raise your hand …

What works in education? What has an impact on learning performance? –Direct impact –Indirect impact (motivatie, attitudes, self- concept, self-efficacy, …).

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

Specific process, characteristic, … Examples 1.Home workHome work 2.Mind mapsMind maps 3.Giving feedbackGiving feedback 4.Computer based instructionComputer based instruction 5.Collaborative versus individual learningCollaborative versus individual learning

Mindmap

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Instructional process highest impact? 1.Home work 2.Mind maps 3.Giving feedback 4.Computer based instruction 5.Collaborative versus individual learning % % % % % Specific process, characteristic, …

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.

Instructional process highest impact? 1.Home work 2.Mind maps 3.Giving feedback 4.Computer based instruction 5.Collaborative versus individual learning d=.29 d=.57 d=.73 d=.37 d=.59 Specific process, characteristic, …

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

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

Making things more complex

Micro-, meso- and macro level

Making things more complex Learner characteristics Teacher characteristics School characteristics Instructional context

1.Gender 2.Prior knowledge 3.Start at pre school level 4.Reduce anxiety 5.Diet Learner characteristics

1.Gender (d=.12) 2.Prior knowledge(d=.67) 3.Start at preschool level (d=.45) 4.Reduce anxiety(d=.40) 5.Diet (d=.12) Learner characteristics

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

Teacher characteristics 1.Expectations teacher 2.Relationship teacher-learner 3.Develop subject knowledge 4.Teacher training 5.Professional development teacher (gebaseerd op Hattie, 2009, p. 109)

Teacher characteristics 1.Expectations teacher (d=.43) 2.Relationship teacher – learner (d=.72) 3.Develop domain knowledge (d=.09) 4.Teacher training (d=.11) 5.Professional development teacher (d=.62) (gebaseerd op Hattie, 2009, p. 109)

Teacher instructional approaches Didactical appraoches 1.Objectives 2.Content 3.Media 4.Strategies 5.Evaluatiion

From class to school level

School characteristics

1.Summer holiday 2.Class size 3.Retention 4.School size 5.Learning in small groups

School characteristics 1.Summer holiday (d=-.09) 2.Class size (d=.21) 3.Retention (d=-.16) 4.School size (d=.43) 5.Learning in small groups (d=.49)

School in context

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

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?

Teacher as researcher

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.

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