monica poulter: teacher expertise what is it and how can it be developed

Eaquals International Conference, 16 – 18 April 2015

Teacher expertise: what is it and how can it be developed?

Teacher expertise: what is it and

(how) can it be developed?

www.eaquals.org

Eaquals International Conference, 16 – 18 April 2015 2

What the experts say about expertise

• Highly structured knowledge that helps them develop meaningful patterns

• Can reason using underlying principles

• Mental models direct appropriate selection of task strategies for a given situation

• Are more efficient at problem solving procedures

• Have faster access to domain specific knowledge

• Are more opportunistic

• Are more flexible, innovative and creative

• Greater self-knowledge, can self-monitor

Lajoie(2009), Chi (2006

• Know how to structure content knowledge. Can recognise and interpret patterns in classroom events

• Can interpret classroom events, analyse problems and justify solutions in a principled manner

• Are selective in what they attend to

• Have better improvisational skills

• Have efficient, thought-rich lesson plans which evidence an integrated knowledge base

• Autonomous decision-making

• Greater flexibility, anticipation of difficulties

• Theorise personal practical knowledge and vice-versa

Tsui (2012)

3 Eaquals International Conference, 16 – 18 April 2015


Teaching

Subject knowledge

Procedural knowledge

Methodo-logical

knowledge

Consideration of learners’ needs and aspirations

Consideration of

requirements of other

stakeholders

Planning

Procedures and

techniques

Classroom management

skills

Maximising learning

Developing learning skills


Expert teaching

Subject knowledge

Procedural knowledge

Methodological knowledge

Consideration of learners’ needs and aspirations

Consideration of requirements of

other stakeholders

Planning

Procedures and techniques

Classroom management

skills

Maximising learning

Developing learning skills


Procedures and

techniques

Elicitation

Monitoring

Feedback routines

Presenting

Practising

Reinforcing learning

Checking learning

Concept checking

Evidence from classrooms • Have enthusiasm and passion for subject

• Set challenging goals

• Represent content and make it accessible to learners

• Teaching is highly structured – ladder of learning

• Have high expectations of learners

• Are adept at using organisational patterns

• Have a repertoire of best practice selected in relation to

goals

• Seek and give high quality feedback

• Integrate teaching, assessment and feedback

• Support learning through explaining , checking, re-

inforcing, re-modelling repeating , reminding, linking

asking/answering questions Ayres et al 2001; Gibb, McCallum and Hargreaves, 2000; Hattie ;Loughran 2010; Tsui

2003



What are the implications for

Professional Development –

self-directed or managed?

Using Frameworks

• Teaching is an holistic activity – frameworks are a list of competencies

• Frameworks don’t capture some of the key features identified in the research into expert practice

• Using frameworks relies on teachers being reflective and being able to reflect relies on teachers being self-aware


So what can the individual teachers do ?

• Use frameworks to identify key strengths and weaknesses, then work with a ‘valued other’ to raise awareness

• Select a range of professional learning activities which relate to the specific qualities of expert teachers

• Engage in ‘deliberate practice’ (Eriksson)

• Observe other teachers in other subject areas (Video sites. Teachers media etc.)

• Ask a ‘valued other’ to observe

• Seek and give feedback on observed teaching


Procedures for doing Reflective teaching Appeal Experience Recommendation

Language learning

experiences

Language learning

experiences

Observing other

teachers

Discussing teaching

with colleagues

Discussing teaching

with colleagues

Discussing teaching

with respected

colleagues

Getting feedback

from students

Getting feedback

from students

Collecting and

reviewing students’

feedback

Observing other

teachers’ lessons

Making notes on

lesson plans

Being observed

Mentoring other

teachers

Reading cases about

teaching

Making notes on

lesson plans


15

What can training courses do?

Include sessions on

• Supported lesson planning

• Awareness raising exercises to help teachers ‘notice’

• Scaffolding, looking at case studies

• Teacher decision making

• Problem solving

• Critical incidents

• Video prediction

• ‘Assumption Hunting’

• Questioning techniques

• Encouraging teachers to take risks


Expertise needs to be able to be

shared in ways that do not always

call on each the individual to re-

invent the wheel’

Loughran (2010)


Thank you for listening

[email protected]


monica poulter: teacher expertise what is it and how can it be developed

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