what really works, by michael brand & marta cervera - valencia & madrid, spain
TRANSCRIPT
WHAT REALLY
WORKS
Aylesbury
Durham
Aylesbury
Durham“If you have never been to Durham, go there at once. Take my car. It's wonderful.”
Bill Bryson
8
As we all know, teaching is a
piece of cake
Why is teaching so easy?
As we all know, teaching is a
piece of cake
4C+2C
Content Cognitive
Cultural Communication
4C+2C
Collaboration Cooperation
4C+2C
Comunicación
lingüística.
Competencia
digital.Aprender a aprender.
Competencias
sociales y
cívicas.
Sentido de
iniciativa y
espíritu
emprendedor.
Conciencia y
expresiones culturales.
Competencia
matemática y
competencias
básicas en ciencia y
tecnología.
+ Integrating ICT!
+ Integrating ICT!
+ Integrating ICT!
As we all know, teaching is a
piece of cake
No!
23
Imagen Alexis Anderson US
Let’s
focus
What
has the
biggest
impact on
learning?
What
has the
biggest
impact on
learning?(based on research )
Do you
know
him?
John
HattieMeta
investigation
800 studies80.000.000
students
Choose the top three
factors that have the
greatest impact on
learning from the
following list
(work in pairs)
Peer tutoring(studentsteach and assess each other)
Student
motivation
Student’s
cognitive ability
Student’s
cognitive ability
Mastery learning
(require extra work on a topic
until pass test and
progress to next)
Time
on task
Testing
(to identify corrective
work)
Remediation
(diagnosing what
learner finds difficult and getting
them to fix it)
Quality
of teaching
Class
environment
Challenge
of goals
(challenging but
achievable)
Simulation
and games
Individualisation (students
work on individualised
programmes)
Feedback
(reinforcement,
corrective)
Acceleration (intense,
short courses)Homework
What was your top 3?
Why?
influence effect size
1. Feedback 1.13
2. Student cognitive ability 1.04
3. Quality of teaching 1.00
4. Time on task .82
5. Acceleration .72
6. Remediation .65
7. Student motivation .61
8. Class environment .56
9. Challenge of goals .52
10. Peer tutoring .50
11. Mastery learning .50
12. Homework .43
13. Teacher style .42
14. Questioning (why?) .41
15. Peer effects .38
16. Advance organisers .37
17. Simulation and games .34
18. Computer-assisted instruction .31
19. Testing .30
20. Instructional media .30
21. Affective attributes of students .24
22. Physical attributes of students .21
23. Programmed instruction .18
24. Audio-visual aids .16
25. Individualisation .14
26. Finances/money .12
27. Behavioural objectives .12
28. Team teaching .06
29. Physical attributes
(e.g. class size)
-.05
Hattie, John (http://www.education.auckland.ac.nz/webdav/site/education/shared/hattie/docs/cv-john-hattie.pdf)
Feedback!What is it?
Listen
to them!
CEIP San Sebastian, 5th grade
Time
on
task
Time management. Self
regulation of time.
Prioritising. Use timers!
Challenge
of goals
SCAFFOLDING!
Pygmalion
effect
Challenge
of goals
Why tasks
or
projects?
41Presentation Title Arial Bold 7 pt
Why tasks
or
projects? Training
Vs
Playing the game
42Presentation Title Arial Bold 7 pt
Training
43Presentation Title Arial Bold 7 pt
Play
the
game
46Presentation Title Arial Bold 7 pt
Why tasks
or
projects?
RemediationMotivation
Peer
tutoring
HOMO ESCEPTICUS
YEAH, RIGHT,
BUT HOW?
YES, WE CAN!
MY TALKING BOOK
Pre-Primary. Marta Cervera
MY TALKING BOOK
MY TALKING BOOK
Clear educational Objective
Clear educational Objective
Design a learning experience
Clear educational Objective
Design a learning experience
Choose the
appropiate gadget
Morfo
Ipads/iphones…
Let them be viewers…
And actors, directors,
screenwriters…
•1º ESO non-bilingual but bright class•Prepare promotional video for the school. Parental authorisation•Unit of work on their school. Piece of writing describing school. •Pupils prepare the script, check and correct each other•Pupils rehearse, then are filmed
Case Study: Promotional video
BE AWARE OF NEW TRENDS
