11 Principles of Effective Instruction and 2 misconceptions Colby Tofel-Grehl, USU Heavily modified by J. M. Cohoon 2013

Two Truths About Learning

Truth 1. Learning Styles Learning Styles DO NOT matter No well-designed study has found any evidence supporting a relationship between “styles” and learning outcomes (Duff & Duffy, 2002; Henson & Hwang, 2002; Kavale & Forness, 1987; Loo, 1997; Richardson, 2000; Stahl, 1999)

Truth 2. Discovery Learning Having students “discover” solution DOES NOT enhance learning »Achievement is poor unless students get the information necessary to guide informed problem-solving decisions »Students are likely to become overwhelmed, confused, and lose motivation to pursue learning goals »Students who do succeed in discovery learning demonstrate no advantage on later tasks compared to those who received explicit instruction (Klahr & Nigam, 2004)

Research Summary

Research Consensus  Cognitive Science  Classroom practices of master teachers  Cognitive supports

Begin with review Check homework Correct errors Practice for automaticity Remind students of relevant background concepts

Present in small steps, laced with student practice Too much information swamps working memory Demonstrate and work examples Tell your neighbor what steps you use for teaching the concept of recursion

Ask lots of questions & discuss Ask factual and process questions »Have students explain how they came to their answer How are ___ and ___ alike? What are some ways to solve the problem of ____? What do you not understand yet about ___? Involve all students »Tell answer to neighbor »Write answer on card and hold up »Rate understanding by holding up fingers »Clickers

Provide models & worked examples Think aloud while demonstrating how to solve a problem, and explain underlying concepts Image credit: shawnhempel / 123RF Stock Photo

Guide student practice Have students rephrase, elaborating, & summarizing new information Provide prompts to guide students through the process

Check for understanding Do more than ask, “Any questions?” »Have students summarize so far »Ask if students agree or disagree with classmates’ answers »Make connections with other knowledge Correct misunderstandings

Scaffold difficult tasks Gradually withdraw temporary supports as students get more competent Possible scaffolds include »Checklists »Partially completed problems »Worked examples Anticipate likely errors and warn students about them

Require independent practice Monitor in-class independent practice Collaborative learning improves independent practice

Obtain a high success rate Aim for 80% correct when students participate in guided practice »Students are challenged and they are learning Be sure that students are not practicing errors

Review weekly & monthly

Employ experiential activities after basic material is mastered

USE INCLUSIVE PEDAGOGY To help overcome stereotype threat in your computing classes

Self-Affirmation Identify values & characteristics important to you: »E.g., relationships with friends, family, being good at … Write a short paragraph about why this value is important to you Confirm: “In general, I try to live up to these values.”

Emphasize Growth in Intelligence The effort to master difficult material actually increases intellectual ability See Carol Dweck’s work

“Wise” feedback “I’m being critical, but Holding you to high standard Know you can do it” Results More likely Black students revised their work Reduced Black-White grade gap See Cohen & Steele

Normalize the Struggle to Master It takes some time for most people to “get” this Keep working on it and it will click I’ll help See Dweck

First experiences are crucial, so use inclusive pedagogy Recruit for the next course Engaging examples Tie concepts to meaningful uses Inhibit grandstanding Use collaborative learning Build confidence Scaffold Encourage Success experiences

Engaging Examples  ?

Inhibit Grandstanding

Collaborative learning is more than group work

Encouragement builds confidence

Encouragement, Not Sympathy Do not say: “It’s OK. Not everyone can be good at computing.” Praise process, not person

NCWIT Aspirations programs recruit and retain girls in computing campaigns/aspirations-computing Visibility & Confidence

Increase feelings of belonging and computing professional identity Build identity Provide intentional role models Create community

FILL EXPERIENCE GAPS

Develop spatial rotation skills

Questions or comments?