module four: effective teachers and learners susan o’shaughnessy school management advisor

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Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

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Page 1: Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

Module Four: Effective Teachers and Learners

Susan O’Shaughnessy

School Management Advisor

Page 2: Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

Objectives

To Examine:

• The relationship between teaching and learning;

• Process and product variables

• Research into effective teaching

• What pupils think makes an effective teacher.

• The Hay McBer Model

Page 3: Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

What is the relationship between teaching and learning?

‘Teaching and learning are two halves of one verb – nothing’s been taught till it’s been learned.’

This time-honoured observation is now something of a cliché, yet it remains true. Expressed, examined, and now quantified in ever more complex ways, the crucial linking of specific teaching practices and behaviours to learning outcomes for pupils is central to current thinking about what teachers do in the classroom. As John Bryson observes:

‘Students’ learning rather than teachers’ teaching is increasingly seen to be at the crux of the education process: the emphasis has moved from inputs to outcomes.’ (Bryson, 1998)

Page 4: Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

What are process and product variables?

There should, however, be some relationship between the inputs made by teachers and the progress of learners. There is a long research tradition of examining the link between what happens in classrooms and the learning outcomes for pupils.

This has often been described in terms of the relationship between process variables and product variables (eg. Brophy and Good, 1986).

The process variables – those things that teachers and learners do (discussed in some length later in this section) – include teachers ’ enthusiasm, their instructional techniques, use of praise and how pupils involve themselves in the lesson.

Chris Kyriacou (1997) identifies product variables, or important educational outcomes, as increasing the pupils’:

knowledge and skills interest in the subject or topic intellectual motivation academic self-confidence autonomy social development

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continued…

However, you can see that there is a problem with these educationaloutcomes – although the outcomes may all be desirable, they cannotall be measured easily. We can test academic or ‘cognitive’ variablesmore easily than affective or ‘non–cognitive’ variables. In recent years,what pupils learn has tended to be defined in terms of theirperformance in official tests and examinations.

Some would argue that the recent focus has been rather narrow, but thegreat strength of this concentration on measurable academic performance has been that it has enabled effectiveness to be measured within and across schools. It is certainly true, however, that some of the other important but less easily measured ‘product variables’can be neglected.

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Effective Teachers and Learners

‘Teaching is fundamental to the quality of education provided by theschool and the main avenue through which the school contributes topupils’ attainment, progress and attitudes. The effectiveness of teaching and the consequent rate, breadth, depth and consolidation of pupils ’learning are intrinsically connected.’(OFSTED Handbook for Inspecting Schools, 1999)

Pupils can certainly learn many things outside school and without theaid of teachers – if you can’t programme that new video recorder orsend a text message on a mobile phone, ask a passing 13-year-old –and prepare to be patronised!

But the purpose of systematic teaching is to foster the learning of important skills, knowledge and attitudes which would otherwise not occur, or would happen less rapidly. In this sense all teaching should be about accelerating pupils’ learning. The litmus test of your, and any other individual’s, teaching is whether this happens.

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Research into effective teaching

It is useful for you to know what research has been done in this area.

What follows is a brief discussion of some of the various aspects thathave been looked into and some points for you to consider for yourown schools.

There have always been attempts to identify and classify attributes of effective teachers. That individual teachers vary considerably in their effectiveness in the classroom has never been in question, even among those who argue that teachers are only one factor that might affect how pupils progress at school.

Teachers vary in their knowledge, their skills and their commitment. It has always been recognised that pupils make different amounts of progress with different teachers.

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Research into effective teaching continued…

It is often asserted that teachers are ‘born rather than made’ – Ahmed is ‘a born teacher’; Shabana is ‘not cut out for it’.

Personality, or however else we might define the deep-seated and persistentunderlying characteristics that we identify in people, can hardly be ruled out entirely as a factor in developing a teaching approach or various teaching strategies.

It would be difficult to deny that teaching comes more readily and intuitively to some people than to others, but the overwhelming evidence is that effective teachers do not conform to a particular personality ‘type’.

There is no single, simple ‘effective teacher personality’ – successful teachers can have very different personal attributes and styles of workingwith their pupils.

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Since the mid-1970s, there have been numerous research projects inthe UK, the USA and elsewhere that have sought to investigate theeffects of teachers’ classroom practices and their impact upon pupilsand students.

Though teachers’ statements of values and general principles and claimsabout what they do are certainly not irrelevant, researchers have tried to go beyond the level of ideals and study actual classroom practice. Many of these studies have tried to examine the connections between:

what teachers actually do in the classroom;

what pupils and students actually do in the classroom;

what the educational outcomes for learners are.

Research into effective teaching continued…

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Effective Teachers and Learners

In the mid-1970s, there were concerns about schools themselves andtheir impact upon pupils and their learning. Initially, the main focuswas upon primary schools, where there was considerable publiccontroversy over the relative merits of ‘formal’ and ‘informal’ teaching,traditional versus ‘child-centred’ approaches.

Neville Bennett carried out a study into the effects of primary teachers’ approaches to classroom teaching and, although the methodology of this research was seriously questioned, it had considerable public impact.

It contributed to debate, and raised some serious questions about how much time pupils actually spent ‘on task’, at a level that met their immediate learning needs.

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O.R.A.C.L.E (Observational Research and Classroom Learning Evaluation)

Further large-scale systematic investigations followed in both primaryand secondary schools.

The ORACLE (Observational Research and Classroom Learning Evaluation) study, based at Leicester University, also investigated primary teachers’ classroom behaviour and its effects upon pupils’ academic progress.

ORACLE tried to identify the most successful types of teacher, but no single type emerged as absolutely the most successful.

ORACLE did, however, identify a number of behavioural features exhibited consistently by more successful teachers.

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O.R.A.C.L.E

ORACLE found that successful teachers engaged regularly in:

high number of interactions with pupils

higher level questioning of pupils

regular constructive feedback

encouragement of pupils to think things out for themselves

strong organization of classroom routines.

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An investigation into pupils’ experience of twelve London secondaryschools led by Michael Rutter (Rutter et al., 1979), and a study ofjunior age pupils (ie. key stage 2 in current terminology) in some fiftyLondon primary schools (Mortimore et al., 1988), reported on theschool factors that affected pupil progress.

Though looking at different ages/phases, their key findings had much in common and were very influential. The importance of these studies was that they both looked at the ‘social context’ of learning, and challenged explanations that relied on social background to account for differences in schools’ success, or lack of success, with their pupils.

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Neither study suggested that social background was irrelevant toschools and their pupils’ subsequent achievement, but both switchedthe focus to those process factors that differentiated the more successfulschools from the less successful. Michael Rutter’s team found thatsecondary schools in broadly equivalent social environments couldhave very different effects upon their pupils’ educational attainment.

Similarly, the primary school study also reached the same conclusion –to use the title of their published work, Schools Matter (Mortimore etal., 1988).Schools do make a difference to the learning and subsequent opportunities of all their pupils. They concluded that:

‘By attending a more effective school all pupils will benefit, even thosewho are at an initial educational disadvantage because of theirparticular background characteristics. Effective teachers tend to begood for all their pupils.’

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Schools Matter showed the clear differences between schools’ progress in increasing knowledge acquisition, understanding and skills. The successful schools fostered a climate of learning in which the clear focus was upon ‘fostering pupils’ cognitive development’ (p192).

Such schools also demonstrated positive outcomes relating to pupil attendance, behaviour, self-concept and attitude. The study also concluded that the effective primary classroom tended to have similar features, many of which reflected the ORACLE findings (above).

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Schools Matter

Schools Matter found that effective teachers typically:

created a work-centered environment and moderated pupils’ noise and movement;

often engaged and interacted with the whole class;

organized pupils’ activities throughout the day;

had a clear focus on an area of the curriculum for sessions;

provided stimulating learning activities that were challenging, with high expectations;

used higher-order questioning of pupils;

consistently praised pupils for their achievements

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Effective schools

The review of school effectiveness research carried out for OFSTEDby the University of London Institute of Education emphasised theconsistent evidence in study after study. The key factor in effectiveschools is a ‘concentration on teaching and learning’ involving:

maximising learning time; academic emphasis; focus on achievement.

(Sammons et al., 1995, pp13–14)

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What do pupils think makes a good teacher?

An illuminating source of information on effective teaching lies inasking the beneficiaries. What is again striking about the differentstudies that have been carried out into pupils’ perspectives on theirteachers, is the degree of consistency in the main findings over decades.

As long ago as the early 1960s, one researcher asked over 800 childrenin primary schools and more than 500 secondary school pupils to writeabout ‘a good teacher’ and ‘a poor teacher’. The good teacher wastypically described as one who:

is firm and keeps order in the classroom;

explains the work you have to do and helps you with it;

is friendly with children in and out of school.

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What do pupils think makes a good teacher?

The three key themes of…

• Order

• Learning

• positive social relationships

…reappear in one guise or another in study after study.

Brown and McIntyre (1993) enquired into secondary pupils’ ideas of their ‘best teachers’ and what characteristics they showed. Theyreported these positive characteristics as falling into ten categories.

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Ten categories of ‘best’ teacher characteristics

1. Creation of a relaxed and enjoyable atmosphere in the classroom.

2. Retention of control in the classroom.

3. Presentation of work in a way that interests and motivates pupils.

4. Providing conditions so pupils understand the work.

5. Making clear what pupils are to do and achieve.

6. Judging what can be expected of a pupil.

7. Helping pupils with difficulties.

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Ten categories of ‘best’ teacher characteristics

10. Encouraging pupils to raise their expectations of themselves.

11. Developing personal, mature relationships with pupils.

12. Teachers’ personal talents (subject-related or other) utilised.(Brown and McIntyre, 1993, pp28–29)

Another extensive study of pupils’ perspectives on secondary schools(Rudduck et al., 1996) reported on how pupils experienced school life.One finding was that pupils preferred teachers who set clearexpectations for work and behaviour, but who did so in the context ofrelationships that respected the pupils. They drew four broadconclusions about what pupils valued in terms of effective teaching.

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Pupils value teachers who provide:

4. signals to pupils that the teacher enjoys teaching the subject and enjoys teaching them. (Rudduck et al., 1996, p176)

1. lessons that are well-prepared and are seen to be well-prepared, so that pupils know they have learned something, and can see that their teachers have put effort into preparing the lesson for them;

2. lessons that have a clear focus, and a content that finds some way of engaging with pupils’ everyday experiences;

3. lessons that have some variety of pace and activity (including opportunities for practical and/or interactive work); it may be useful to think of lessons as needing a strong sense of ‘form’ (an important but elusive word that suggests an appropriate matching of content, style and sequencing); they need to be well-structured, without waste of time but with passages of intense focus balanced by well-controlled and clearly signaled moments of respite;

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Morgan and Morris (1999) interviewed pupils in ten Welsh secondaryschools about what made some teachers better than others. Pupilsvalued teachers who could explain work well and gave good feedbackon their learning, encouraged them and helped with difficulties, madelessons interesting with some variety of approach, and could maintaingood discipline yet show a sense of humour.

Again, they offered a common view of good teachers as in control, promoting learning, but able to share a joke.

As one girl commented:

‘Strictish but not soft – not afraid of class, strict enough to make uslearn, have a laugh.’(Morgan and Morris, 1999, p45)

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The apparent paradox of liking being ‘made to learn’ or ‘made towork’ emerges often in pupils’ responses in the many studiesinvestigating their perspectives on teachers. As long as:

teacher expectations are not too unrealistic in terms of pupil capability;

tasks are sufficiently demanding to give a sense of real learning;

teachers are seen to be approachable;

teachers show some sense of humour;

then, it seems, pupils want to rise to meet the challenge of interestingwork. The evidence from pupils is an important contribution tounderstanding what makes for teacher effectiveness. It makes it clearthat most pupils do prefer to learn and to succeed, and emphasises that teachers and learners who work together produce the best learning outcomes.

‘made to learn’ or ‘made to work’

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The Hay Mcber Model

In June 1999, the Department for Education and Skills (DfES)commissioned management consultants Hay McBer to investigate thecharacteristics of effective teachers on the basis of interviews,questionnaires, observation and focus-group discussions. Hay McBer produced a model of teacher effectiveness at three different stages of professional expertise, based on an analysis of what effective teachers do in practice. The report (Hay McBer, 2000) identifies the key factors ineffective teaching and describes how the model is exemplified bysuccessful teachers at three levels of professional development:

According to the research done by Hay McBer into effective teaching,there are three main factors within teachers’ control that significantlyinfluence pupils’ progress:

professional characteristics; teaching skills; classroom climate.

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ProfessionalCharacteristics

TeachingSkills

ClassroomClimate

Pupil Progress

The Hay Mcber Model

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The Hay Mcber Model

According to the Hay McBer model, these are interrelated aspects ofeffective teaching, which lead to pupil progress:

Professional characteristics:the underlying dispositions and patterns of behavior that drivewhat teachers do – these are related to fundamental values,commitments and attitudes;

teaching skills:the ‘micro-behaviours’ or the specific skills of teaching – these canbe identified and learned;

classroom climate:an ‘output measure’ of the collective perceptions of pupils aboutworking in a particular teacher’s classroom – this relates very stronglyto pupils’ motivation to learn and work to the best of their ability.

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The Hay Mcber Model

Hay McBer found that teachers’ effectiveness could not be predictedon the basis of data such as age, experience, qualifications andbackground. Effective teachers could be found in all kinds of schoolsand came from diverse backgrounds.

On the basis of some complex statistical analysis of pupils’ attainment, the report concludes that over 30 per cent of the variance in pupil progress could be related to measures of the three interrelated factors shown in the diagram above. The full explanation for this can be found in the appendix to the full Hay McBer report.

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What are the professional characteristics of effective teachers?

Professional characteristics, Hay McBer argue, fall into five clusters, each of which has key characteristic

Professionalism

Challenge and support: a commitment to do everything possible for each pupil and enable all pupils to be successful.

Confidence: the belief in one’s ability to be effective and to take on challenges.

Creating trust: being consistent and fair; keeping one’s word.

Respect for others: the underlying belief hat individuals matter and deserve respect.

Page 30: Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

What are the professional characteristics of effective teachers?

Thinking

Analytical thinking: the ability to think logically, break things down, and recognize cause and effect.

Conceptual thinking: the ability to see patterns and links, even when there is a lot of detail.

Page 31: Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

What are the professional characteristics of effective teachers?

Planning and Setting

Expectations

Drive for improvement: relentless energy for setting and meeting challenging targets, for pupils and the school.

Information seeking: a drive to find out more and get to the heart of things; intellectual curiosity.

Initiative: the drive to act now to anticipate and pre-empt events.

Page 32: Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

What are the professional characteristics of effective teachers?

Leading

Flexibility: the ability and willingness to adapt to the needs of a situation and change tactics.

Holding people accountable: the drive and ability to set clear expectations and parameters and to hold others accountable for performance.

Managing pupils: the drive and the ability to provide clear direction to pupils, and to enthuse and motivate them.

Passion for learning: the drive and ability to support pupils in their learning, and to help them become confident and independent learners.

Page 33: Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

What are the professional characteristics of effective teachers?

Relating to Others

Impact and influence: the ability and the drive to produce positive outcomes by impressing and influencing others.

Team working: the ability to work with others to achieve shared goals.

Understanding others: the drive and ability to understand others, and why they behave as they do.

Page 34: Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

What teaching skills do effective teacher have?

The Hay McBer research into teaching skills began with using theOFSTED inspectors’ categories (outlined in Section 2) for assessingand reporting on teachers’ classroom performance. Teaching skills areessentially described under headings used by OFSTED. After outliningkey characteristics of effective teachers in each skill area, the reportprovided a series of questions in which the guidance for judging andimproving teaching is very clear.

These sets of questions can act as a useful checklist for appraising anddeveloping different areas of your teaching. A blank column has beenadded for you to make notes on your own performance against thesekey questions.

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High Expectations

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High Expectations

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Planning

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Methods and Strategies

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Pupil management/discipline

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Time and resource management

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Assessment

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Homework

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What kind of classroom climate do effective teachers create?

The Hay McBer research concluded that effective teachers create an environment that maximises pupils’ opportunities and motivation tolearn. Pupils look to the teacher to create a sense of security and orderin the classroom, and want opportunities to participate in interestingactivities. The report identifies key dimensions of classroom climate.

Brainstorm

Page 44: Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

The Hay McBer Key Dimensions of a Classroom Climate

ClarityHow each lesson relates to the

broader subject as well as clarity regarding the aims and objectives of

the school.

OrderDiscipline order and civilised behaviour

are maintained in the classroom.

The Hay McBer Key Dimensions of a Classroom

ClimateStandards

A clear set of standards as to how pupils should behave and what each

pupil should do and try to achieve, with a clear focus on higher rather

than minimise standards.

FairnessThe degree to which there is an

absence of favoritism and a consistentlink between rewards

in the classroom and actual performance.

ParticipationThe opportunity for pupil to

participate actively in the class by discussion, questioning, giving out

materials, and other similar activities

SupportFeeling emotionally supported in the classroom, so that pupils are willing to try new thins and learn

from mistakes.

SafetyThe degree to which the classroom is a safe place, where pupils are not at

risk from emotional or physical bullying, or other fear arousing

factors.

InterestThe feeling that the classroom is an interesting and exciting place to be, where pupils feel stimulated to learn.

EnvironmentThe feeling that a classroom is a comfortable, well organised, clean and attractive physical

environment

Page 45: Module Four: Effective Teachers and Learners Susan O’Shaughnessy School Management Advisor

The Hay McBer conclusions are clear and challenging, yet they arealso optimistic:

‘Teachers really do make a difference. Within their classrooms,effective teachers create learning environments which foster pupilprogress by deploying their teaching skills as well as a wide range ofprofessional characteristics. Outstanding teachers create an excellentclassroom climate and achieve superior pupil progress largely bydisplaying more professional characteristics at higher levels ofsophistication within a very structured learning environment.’(para 1.1.9)

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The importance of all these approaches to analysing effective teachingis not just that they have tried to identify the broad characteristics ofthe more successful teachers, but that they have helped to provide theevidence for guidance on developing some of the behaviouralcomponents of effective teaching. There is also some consideration ofthe ‘affective’ side of learning, and the social context in which itoccurs.

The overriding purpose has not been to seek one simple model ofteaching style to which all teachers should conform; rather it has beento point out the key features that were associated with success. As allthe studies recognise, attitudes and values are part of a teacher’sprofessional characteristics, too. If much of the practice of effectiveteachers can be analysed and broken down into specific behavioursthat can be described clearly, then there is the possibility that some ofthese can be developed – modelled, taught, learned and even practised.

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