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Teachers' intuition: when can you trust your gut?



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Teachers' intuition: when can you trust your gut?

  1. 1. Teacher intuition: when can you trust your gut? David Didau Festival of Education 23rd June 2016
  2. 2. Are you sure?
  3. 3. We don’t know when we’re wrong Shepard’s ‘Turning the tables’
  4. 4. We don’t know when we’re wrong Shepard’s ‘Turning the tables’
  5. 5. We think we can see causality Michotte’s perception of causality
  6. 6. We think we can see causality Michotte’s perception of causality
  7. 7. We think we can see causality Michotte’s perception of causality
  8. 8. If it looks like a duck…
  9. 9. The Necker Cube
  10. 10. Barriers to expert intuition • Opportunity cost • Institutional mindsets • The power of practice
  11. 11. What we know about developing expertise • Frequent, low-stakes observations • Much better feedback on learning • Guided, purposeful practice • A codified body of knowledge.
  12. 12. Do teachers just get better? Rivkin, Hanushek & Kain, Teachers, Schools, and Academic Achievement (2005)
  13. 13. Do teachers just get better? Years of experience Teachereffectsonstudents achievement Kraft & Papay (2014)
  14. 14. Do teachers just get better? Kini & Podolsky (2016) • Maybe we’ve used the wrong statistical models? (fixed effects vs. cross-sectional analyses) – “Teaching experience is positively associated with student achievement gains throughout a teacher’s career.” – “For most teachers, experience increases effectiveness”
  15. 15. Does experience usually lead to expertise? [The finding that teachers don’t improve with experience] seems counter-intuitive, given the evidence that professionals in a wide range of contexts improve their performance with experience. For example, a surgeon’s improved performance is associated with increased experience gained at a given hospital. An increase in a software developer’s experience working on the same system is associated with increased productivity. What is common sense in the business world—that employees improve in their productivity, innovation, and ability to satisfy their clients as they gain experience in a specific task, organization, and industry—is not the commonly accepted wisdom in public education. Kini & Podolsky (2016) It
  16. 16. When can you trust the experts? "Whether naïfs or experts, mathematicians need to confront people who misuse their subject to intimidate others into accepting conclusions simply because they are based on some mathematics.” Ewing (2011)
  17. 17. Kind vs. wicked domains • A ‘kind’ domain provides accurate & reliable feedback (leads to expertise) • A ‘wicked’ domain is one where feedback on performance is absent or biased (leads to over confidence) Hogarth (2003)
  18. 18. Kind vs. wicked domains Kind domains Wicked domains Fire fighters Financial & political analysts Emergency room nurses Radiologists Pilots Surgeons Teachers?
  19. 19. Hamre et al (2009)
  20. 20. Performance Learning
  21. 21. A definition of learning Learning is: • the long-term retention of knowledge and skills • the ability to transfer between contexts Retention = durability Transfer = flexibility
  22. 22. Warsaw
  23. 23. Learning is invisible • We can only infer learning from performance • Current performance is a poor indicator of learning • Reducing performance might actually increase learning Robert A Bjork, UCLA
  24. 24. “It works for me!” • How do you know? • Are there any conditions in which you would accept you were wrong? • Faith ≠ feedback ≠ learning
  25. 25. 7 ways to improve intuition? 1. Select and/or create our environments by ‘apprenticing’ ourselves to experts 2. Seek feedback through “intelligent sampling of outcomes” 3. Impose “circuit breakers” 4. Acknowledge emotions 5. Explore connections 6. Accept conflict in choice 7. Make scientific method intuitive Hogarth (2003)
  26. 26. @LearningSpy For what a man had rather were true he more readily believes.

Editor's Notes

  • Hamre, B.K., Goffin, S.G. & Kraft-Sayre, M. (2009) Classroom Assessment Scoring System Implementation Guide: Measuring and Improving Classroom Interactions in Early Classroom Settings.
    Instructional Support includes dimensions such as a the extent to which interactions promote higher order thinking, give formative feedback, and use language to promote thinking
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