11 Principles of Effective Instruction and 2 misconceptions
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11 Principles of Effective Instruction and 2 misconceptions
Colby Tofel-Grehl, USU
Heavily modified by J. M. Cohoon2013
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Two Truths About Learning
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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)
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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)
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Research Summary
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Research Consensus Cognitive Science Classroom practices of
master teachers Cognitive supports
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Begin with review
Check homeworkCorrect errorsPractice for automaticityRemind students of relevant background concepts
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Present in small steps, laced with student practiceToo much information swamps working memoryDemonstrate and work examples
Tell your neighbor what steps you use for teaching the concept of recursion
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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
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Provide models & worked examples
Think aloud while demonstrating how to solve a problem, and explain underlying concepts
Image credit: <a href='http://www.123rf.com/photo_17190387_teacher-or-scientist-writing-php-source-code-from-webpage-on-blackboard.html'>shawnhempel / 123RF Stock Photo</a>
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Guide student practice
Have students rephrase, elaborating, & summarizing new information
Provide prompts to guide students through the process
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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
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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
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Require independent practice
Monitor in-class independent practiceCollaborative learning improves independent
practice
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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
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Review weekly & monthly
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Employ experiential activities after basic material is mastered
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USE INCLUSIVE PEDAGOGY To help overcome stereotype threat in your computing classes
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Self-AffirmationIdentify 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.”
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Emphasize Growth in Intelligence
The effort to master difficult material actually increases intellectual ability
See Carol Dweck’s work
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“Wise” feedback“I’m being critical, butHolding you to high standardKnow you can do it” Results
More likely Black students revised their work
Reduced Black-White grade gap
See Cohen & Steele
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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
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First experiences are crucial, so use inclusive pedagogy
Recruit for the next courseEngaging examplesTie concepts to meaningful usesInhibit grandstandingUse collaborative learningBuild confidence
ScaffoldEncourageSuccess experiences
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Engaging Examples
?
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Inhibit Grandstanding
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Collaborative learning is more than group work
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Encouragement, Not Sympathy
Do not say: “It’s OK. Not everyone can be good at computing.”
Praise process, not person
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NCWIT Aspirations programs recruit and retain girls in computinghttp://www.ncwit.org/programs-campaigns/
aspirations-computing
Visibility & Confidence
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Increase feelings of belonging and computing professional identityBuild identity
Provide intentional role models
Create community
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FILL EXPERIENCE GAPS
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Develop spatial rotation skills
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Questions or comments?