This document summarizes a presentation on when teachers can trust their intuition. It discusses how intuition is not always accurate due to cognitive biases and limitations in perceiving causality. While experience generally improves performance, research on teaching experience and student achievement has found mixed results. The document advocates for teachers to develop expertise through frequent, low-stakes practice with meaningful feedback to improve intuition over time.
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This session will describe the process Princess Margaret Secondary School undertook in order to collectively move toward grading practices that are fair, reasonable, and look to build student confidence. Specifically, this session will detail: (1) Three of the most ineffective grading practices that distract high school teachers and distort student grades, and why they should be stopped immediately, (2) The staff development model that Princess Margaret used in order to develop staff fluency with the new practices being implemented and capacity to ensure effective implementation, and 3) Some of the roadblocks & challenges school's might face (and overcome) when they undertake a similar process. In addition, participants will be introduced to the background research used to support the introduction of these more effective grading practices. School- and classroom-based examples will also be provided.
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High School Grading for the 21st Centuryguest878956f0
This session will describe the process Princess Margaret Secondary School undertook in order to collectively move toward grading practices that are fair, reasonable, and look to build student confidence. Specifically, this session will detail: (1) Three of the most ineffective grading practices that distract high school teachers and distort student grades, and why they should be stopped immediately, (2) The staff development model that Princess Margaret used in order to develop staff fluency with the new practices being implemented and capacity to ensure effective implementation, and 3) Some of the roadblocks & challenges school's might face (and overcome) when they undertake a similar process. In addition, participants will be introduced to the background research used to support the introduction of these more effective grading practices. School- and classroom-based examples will also be provided.
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
SHU Center of Digital Learning's Summer Institute 2014 - Effective assessment...Michael Barbour
Barbour, M. K. (2014, June). Effective assessment strategies. A presentation to the Sacred Heart University's Center of Digital Learning's Summer Institute, Fairfield, CT.
arguing for the need to be true to the notion of "authentic" assessment in pursuing institutional assessment efforts in higher education, despite (or perhaps because of) the strong and growing pressure around a narrow vision of accountability for higher education
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Similar to Teachers' intuition: when can you trust your gut? (20)
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10. Barriers to expert intuition
• Opportunity cost
• Institutional mindsets
• The power of practice
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. Do teachers just get better?
Rivkin, Hanushek & Kain, Teachers, Schools, and Academic Achievement (2005)
13. Do teachers just get better?
Years of experience
Teachereffectsonstudents
achievement
Kraft & Papay (2014)
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. 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. 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. 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. Kind vs. wicked domains
Kind domains Wicked domains
Fire fighters Financial & political
analysts
Emergency room nurses Radiologists
Pilots Surgeons
Teachers?
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
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. “It works for me!”
• How do you know?
• Are there any conditions in which you
would accept you were wrong?
• Faith ≠ feedback ≠ learning
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)
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. http://www.teachstone.org/wp-content/uploads/2010/06/CLASSImplementationGuide.pdf
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
