2008 executive approach cecil

8/6/2019 2008 Executive Approach Cecil

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Weeks 8 and 9

The Executive Approach


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OverviewPractical Basis for the Executive ApproachManaging complexityManaging behaviour Managing timeManaging outcomes (achievement)

Philosophical and theoretical origins of Executive ApproachLockebehaviourismpedagogy examples Engelmanns Direct Instruction, MadeleineHunter

Empirical origins of Executive Approachprocess-product researchpedagogy example whole class direct instructionbest evidence synthesis and meta-analysis


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Teacher DecisionsRoutinesInstructionsLearning experiencesResources organisation and distributionResponding to student (mis)behavioursFeedbackRespond to interruptions

Needs of particular students:Pace of workingLearning preferencesOrganisational abilityCognitive ability


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Managing ComplexityDoyle (1986)

Multidimensionality

Simultaneitywithitnessregulating multiple activities and behaviours

Immediacy1st and 5 th graders 500 exchanges/st/dayEvaluate student behaviour 15.89 times/hour (87/day; 16,000/yr)little time to reflect


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Typical Classroom MisbehavioursNot paying attentionClassroom wanderingThrowing equipment

Task avoidance (procrastinating, questioning work)Clowning around, silly noisesTalking out of turn, distracting othersPut downs of other studentsSulking, pouting, tantrums

Dumb insolenceTask refusal, defiance, cant make meMuttered swearing, provocative gesturing

Aggressive swearing, provocative gesturing


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Managing Behaviour Doyle (1986)

Unpredictabilitydistractions/interruptionseffectiveness of responses (student/day)

PublicnessStudent witnesses

Historyseek confirming evidence for their already formed

judgementslater actions affected by previous actions


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Managing instructional timeafter Berliner, 1990 http://courses.ed.asu.edu/berliner/readings/fuss/fuss.htm

Lack of Engagement

MisalignmentAcademic

Learning Time

Lack of Success


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READING LITERACY

Figure 2.5 Distribution of student performance on the combinedreading literacy scale (Source:

ECD 2001 Knowledge and skills for life - First results from PISA 2000 , http://www.pisa.oecd.org/knowledge/summary/intro.htm)

Figure 2.5 Distribution of student performance on the combined reading literacy scale


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Figure 3.4: Distribution of combined reading literacy scale by gender,ethnic grouping and gender within ethnic grouping (Source: OECD (2001) PISA2000 The New Zealand Context http://www.minedu.govt.nz/index.cfm?layout=document&documentid=7524&data=l )


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Overview

M

TeachingActions

KStudent

KnowledgeOutcomes

EParticipation

ResearchProcess-productM eta-analysis

PhilosophyLocke

TheoryBehaviourism

KStudent

KnowledgeOutcomes


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Philosophical Originstabula rasa, but wiredlet us then suppose the mind to

bewhite paper void of all characters,without any ideaswhen comes it to befurnishedTo this I answer, in one word,from EXPERIENCEempirical knowledge the only trueknowledge is knowledge experienced

John Locke 1632-1704


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Lockes educational ideasnewborn baby simple ideas fromsenses

retained through power of memorygradual combination and abstractionlearning cannot occur if:

the simple idea is missing (prior knowledge, sequence, atomisation)there is false association (prior knowledge,close observation)


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Behaviourism ContributionDarwin biologically continuousPsychological processes

c annot ask John B Watson (1878-1958)

mind is unobservableoutco me of learning is a c hange in behaviour caused by externaleventsnot how knowledge is acquired but how new behaviour is acquiredfocus on observable behaviour (actions)

Goal the prediction and control of behaviourStimulus response :

interaction between teacher and learner


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Behaviourism OriginsC lassi c al C onditioningPavlov (1849 1936)S R (S + conditioned S) R conditioned S R

Conditioning takes place daily - All of us are shotthrough with stimulus substitutions which weknow nothing about (Watson, 1930, 39)

positive (pleasant) and negative (unpleasant)S/R = shouting/avoidanceS+ conditioned S/R = shouting + Shakespeare/avoidanceconditioned S/R = Shakespeare/avoidance


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Operant ConditioningE. L.Thorndike (1874-1949)

experiments with cats

Laws of learningLaw of exercise

the more the behaviour is practised or exercised the more stronglyit is learned

Law of effect If the response to a stimulus has a pleasing effect, then theprobability would increase of the learner repeating that responsewhen confronted with the same stimulus.

S - imprisonment R push lever Reward freedom/fish


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B. F. Skinner (1904-1990)rats and pigeons

R does not need to be rewarded every time

shape behaviour via reinforcement dancing pigeons

teaching machinessmall stepsreinforcement and remediationreadiness


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Implications for Pedagogy

specific objective s measurable, observable changes in behaviour

breaks co mplex tasks into m ea sur able com ponent s (chaining)

pe r for m ance c r ite r ia clear to student and teacher(contracting)


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EngelmannsD

irect Instruction AdvertisingOwn childrenEmpirically tested:

9000 children/year our format for developing programsinvolves first figuring out what works well,and then incorporating these practices intolessons (Engelmann, 1992, p. 6).


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Featuresbasic skills early phonics, computationincessant review ( a utom a ticity )discrete child-sized bitsability groupingscripted, attention focused on theteacher active, rapid group and individual

responses (10-14/minute)immediate correction of mistakescareful measurement of masteryconcepts - logical precision ( fa ultless

communic a tion )


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ScriptingTask 1a. Look at this. Read it . Point to l, a and t.

Permit no pauses between sounds.b. When lllaaat is firm, say: Say it fast! What

word is this? Wait. Yes, late .

late


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Stimulus-response structureS- directions look, listen, touchR - directions say, do do it signals who to respond andwhen go ahead, your turnS- prompts listen to me count. Tell me

what I count to. One, two, three, four,FIVER - prompts This is the number five. Sayfive


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Source : Becker, W., Engelmann, S. & Thomas, D. (1975). T e a ching 2

Cognitive Lea

rning a

nd Instruction. Chicago: Science Research Associates.


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Source : Becker, W., Engelmann, S. & Thomas, D. (1975). T e a ching 2 Cognitive Le a rning a nd

Instruction. Chicago: Science Research Associates.


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Concept Teaching Processlogically faultless stimulussame for all

response provides information about thelearner:Le a rning communic a tion received (CR) +ch a r a cteristics o f lea rner (CL)

I f, CR is logic a lly f l aw less; then misinterpret a tionc a nnot be in CR , must be result f rom CL

help child learn missing skillsability grouping and constant questioning


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P roject Follo

w T

hrough1967 Lyndon Johnson war on povertyimprove the early educational experiences of childrenin need:

to increase basic knowledge and skills,to improve cognitive and problem-solving skills, andto promote positive self-concept

Planned variationfollow own theoryimplement own resources

train own teachers700,000 children in 170 disadvantaged communitiesacross the United States - US$1 billion.data collected on standardized achievementmeasures control students


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P roject Follo

w T

hrough Results

Coombs, M. K. (1998). Honest follow-through needed on this project.T he W a shington T imes , March 24, 1998. Also retrieved December 29, 1998 from the World Wide Web:http://www.mathematicallycorrect.com/honestft.htm

Planned

variation


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Madeline Cheek Hunter (1916-1994)

personal experienceY ou never put a kid do w n. Y ou a l wa ys build a kid up psychology, ballet, surgeryremediation to prevention

translator of research my mission h a s been simply to t a ke theory , muchof w hich h a s been a round a hundred ye a rs a nd tr a nsl a te it f or cl a ssroom te a chers


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5000 Decisions a Dayteacher decisions

content category what to teachlearning behaviour category what the students are going to doto learn and let you know they have learned

teaching behaviour category what the teacher will do tofacilitate and escalate learning

automate teaching behaviours te a ching is a n a ction per f orm a nce beh a viour like music , liked a ncing , like a thletics , like surgery. Y ou h a ve to a utom a te m a ny beh a viours so you c a n per f orm them a rtistic a lly a t high speed

you must be very skilled , very kno w ledge a ble a nd exquisitely tr a ined , bec a use neither the te a cher nor the surgeon c a n s a y:E verybody sit still until I f igure out w ha t in the heck w ere going todo next


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I T I P Instructional Theory intoPractice1. O bjectives what specifically should students be able

to do2 . S tandards of performance communicated to

students3 . A nticipatory set hook, grab attention, advance

organisers4 . T eaching

Input information needed

Modelling examples of what is expected as end productChecking for understanding

5 . G uided practice learn it well the first time6 . C losure form coherent picture, reinforce main points

7 . I ndependent practice


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Sub-level detailQ uestioning example

signal/gain attention

question before designating who is toanswer do not repeat or rephrase response,wait for 50% hands/bright eyesnever ask a student you know cannotanswer calmly repeat or give a clue if confused


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Hunters response

misused asprescriptive/checklist

basis for teacher assessment

I am now on a one-woman broom all over theworld saying there is absolutely nothing youshould expect to see in every lesson andnothing you have to do in education exceptthink (Goldberg 1990).


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N a tha niel G a ge (1916- )

backgroundSkinner

turned down for graduate schoolinterest in measurement:tests for training of airborne navigators and radar

observersopinion polls on attitudes towards minorities

What can be more natural than to seek toimprove education through improving the workof the agents of society who come into contactwith students?


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Process-Product Research

processes (teacher behaviours andcharacteristics, in the form of teaching styles,

methods, models or strategies) that predict andpreferably cause products (that is, educationaloutcomes in the form of student achievementand attitude) (Gage, 1978, p.69).Observed teachers in regular classrooms

Actions (rather than personality) = process Achievement = productCorrelated student achievement scores and

observed teacher behaviours


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Six Domains of Behaviour

Effective use of timeHigh performance expectationsClear rules and proceduresClear task requirements and feedback

Appropriate use of praiseClarity of presentations


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Clarity of presentationsLogical step-by-step sequenceMaintain paceKey points stressed

New/difficult words written and definedLink words used (eg. therefore)Supported clear and appealing visualsConcrete, high imagery examplesEye contact maintainedUnderstanding checkedVoice clear Voice tone and pace varied

Avoids vagueness (eg. sort of) Avoids mazes (eg. false starts) Avoids distracting mannerisms


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Meta-analysis

Petty, G. (2006). E vidence B a sed T e a ching. Cheltenham: Nelson Thornes


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Effect sizes



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Distribution of Effect Sizes



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Marzano: Example of

Meta-Analysis Conclusions Category Percentile Gain

Identifying si ilarities and differences 45

Su arising and note taking 34

Reinforcing effort and providing recognition 29

Ho ework and practice 28

Nonlinguistic representations 27

Cooperative learning 27

Setting objectives and providing feedback 23enerating and testing hypotheses 23

Questions, cues and advance organisers 22

Source: Marzano, R.J., Pickering, D.J.and Pollock, J.E. (2001) Rese a rch-b a sed str a tegies f or incre a sing student a chievement in Marzano, R.J. et al C lassroom Instruction That Works Aurora, McRel

http://www.ascd.org/readningroom/books/marzano01book.html


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Petty, G. (2006). E vidence B a sed T e a ching. Cheltenham: Nelson Thornes, p. 84


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Conceptual Criticism of

Research-based Approach

TeachingActions

StudentOutcomes

LAW 2De ates

a outresearchfindings

LAW 3C omplexcontext

LAW 1Looks in

wrongplace

2008 executive approach cecil

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