Effective Practices

Instructional Practices I Carry in My Toolbox

Ask ten people for a list of best practices in education and the chances are you will receive ten different lists. Such is the nature of the field (A. Bain, personal communication, January 19, 1996). However, there are a number of approaches to classroom learning that are well researched and have been shown to improve classroom learning when implemented with integrity. Following is a list of some of the practices which I believe should be given serious consideration as methods for helping teachers be more effective.

Direct Instruction - Direct teaching is a practice with a longstanding track record of showing consistent results classrooms over a long period of time. Good direct teaching is the foundation of many other teaching approaches like cooperative learning and project-based learning. Direct Teaching is not to be confused with lecturing, which is a limited form of direct teaching. When implemented properly, direct instruction can be quite student-centered. Quality direct teaching includes several key steps, but for direct teaching to be effective, all of these elements must be present (Hattie, 2008; Hunter, 1982; Rosenshine, 1995).

Cooperative Learning - Researchers have long recognized that human beings are social creatures that benefit from interacting with others in learning activities. The importance of active student involvement in the learning process and providing students with opportunities to teach each other underpins many cooperative learning approaches. There is considerable variability in different approaches regarding the effects of cooperative learning on student achievement. The characteristics of the most effective approaches include 4 key elements that result an intentional approach to cooperative learning (Slavin, 1988, 1991, 2014). Cooperative learning has also been shown to have positive effects on student’s social growth and in facilitating interaction between students of different racial and ethnic backgrounds.

Project Based Learning - Engaging students in activities that call for critical thinking, inquiry, and creative problem solving is an undeniable part of an effective education. Assigning projects for students to complete, either alone or in groups is an effective way to accomplish these learning goals. Teachers act as coaches that provide the right amount of structure and support to keep students engaged. Students culminate their work with a dynamic presentation of their results, ideally to an authentic audience. Projects can range from tightly narrowly defined investigations to more open-ended explorations with no predetermined idea of expected products. Due to this range, the research on the effectiveness of project based learning is less definitive than some other practices. However, when the the design of projects adheres to some sound principles, project-based learning can provide some extremely meaningful learning experiences for students (Barron & Darling-Hammond, 2008; Larmer & Mergendoller, 2015; Strobel & Van Barneveld, 2009).

Information Technology - Though the track record on technology's contribution to student learning is modest (Hattie, 2008), positive effects tend to be realized when substantial accessibility and genuine curricular embedding are present (Bain, 1996). When schools have a clear idea of what they want to do pedagogically and how technology can enhance those processes, then the realization of the potential of information technology in schools can happen (Bain & Weston, 2009, 2015). One of the longest continually operating 1:1 laptop programs has been bolstered by adherence to these principles (see this position paper that I wrote for a description). Successful use of technology by teachers seems to be strongly predicated on the comfort and experience of teachers, which points to the need for extensive professional development in this area (Bitner & Bitner 2002). For more information on the specific technology skills that I possess, see this list.

Collaboration and Teams - Formal models of collaboration, teaming and collaborative problem-solving are practices which offer great promise in helping schools function more effectively. Breaking down the flawed value of teacher autonomy and replacing it with a paradigm based on collaboration is important in the development of a satisfying school culture (Freed, Klugman, & Fife, 1997). Collaborative approaches require training, careful scheduling, a sophisticated infrastructure and careful monitoring in order to be effective. When teams of teachers function this way, they achieve the goals of professional learning communities that support students (Vescio, Ross, & Adams (2008). By adhering to a specific meeting process for consensus building, team members can feel like they have a voice, effective actions plans can be developed, and consensus can be built (Idol, Paolucci-Whitcomb, & Nevin, 1995) .

Reward and Reinforcement - One of the most researched educational practices and one with consistently demonstrated large effects on student achievement is reinforcement principles. Structured reward and reinforcement is a part of all effective organizations. This practice can range from simple praise to sophisticated reward programs and activities that involve recognition of effort and excellence. Though sometimes controversial because of its "behavior modification" connotations, reinforcement has consistently been shown to be a strong correlate of learning. Most importantly, programs of reward and reinforcement must have meaning for teachers and students (Hattie, 2008).

Cognitive Strategy Training - Teaching students to monitor their own performance and recognize the most important elements of learning tasks are especially helpful in advancing students learning. In this instruction, students are directly taught specific strategies that help them process and monitor their own learning (Haller, Child, & Walberg, 1988; Hattie, Biggs, & Purdie, 1996; Ley & Young, 2001; Palincsar & Brown 1987).

Classroom Management Skills - Student engagement has been shown to be a huge predictor of student achievement. The logic of this is undeniable for in order to learn, one needs to attend to the learning activity. Teacher classroom management skill, which covers a range of practices, are strongly connected to whether students are engaged. Effective teachers manage time, space and behavior effectively and maintain high expectations for their students (Cangelosi, 2013; Marzano, Marzano, & Pickering (2003).

Curriculum-Based Measurement - Frequent monitoring and measurement of student performance has long been recognized as an essential element of effective instruction. Curriculum-based measurement is an approach that makes this possible. By conducting formative assessment in this manner, then measurement of learning becomes an integral part of instruction, rather than something we do after instruction is completed. When approached this way, assessment becomes a tool that can improve student performance and instruction, rather than simply providing the means to make determinations about student performance (Deno, 2003, 1985; Shinn, 1989).

References

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Bain, A., & Weston, M. E. (2009). The future of computers and 1: 1 laptop initiatives. Independent School, 68(2), 50-56.

Bain, A., & Weston, M. E. (2015). The Learning Edge: What Technology Can Do to Educate All Children. Teachers College Press.

Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation.

Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of technology and teacher education, 10(1), 95-100.

Cangelosi, J. S. (2013). Classroom management strategies: Gaining and maintaining students' cooperation. John Wiley & Sons.

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Larmer, J., & Mergendoller, J. (2015). Why We Changed Our Model of the “8 Essential Elements of PBL”. The Buck Institute for Education.

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Slavin, R. E. (2014). Making Cooperative Learning Powerful. Educational Leadership, 72(2), 22-26.

Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3(1), 4.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and teacher education, 24(1), 80-91.

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