Barak Rosenshine Conférence partie 1

Okay good to be here well we don't need this uh i found um a history of teaching oh but i found the history of teaching math if you want to copy it's my email address is rosenshine at uiuc.edu history of teaching math teaching math in 1950 a logger sells a truckload of lumber for A hundred dollars his cost of production is four-fifths of the price what is his profit nineteen sixty a logger sells a truckload of lumber for a hundred dollars his cost of production is four-fifths of the price or eighty dollars what is his

profit teaching math in 1970 a logger exchanges a set l of lumber for a set m of money the cardinality of set m is a hundred Dollars each element is worth one dollar the cost c of production contains twenty fewer points instead m represent the set c as a subset of set m and answer the following question what is the cardinality of the set p of profits 1980 a logger sells a truckload of lumber for a hundred dollars his cost of production is eighty dollars his profit is twenty dollars your Assignment underline the number twenty

teaching math in nineteen ninety by cutting down beautiful forest trees the logger makes twenty dollars what do you think of his way of making a living how did the forest birds and squirrels feel as the logger cut down the trees teaching math in two thousand a logger sells a truckload of lumber for a hundred dollars His cost of production is a hundred and twenty dollars how does arthur anderson determine that his profit is sixty dollars i'll wait for aft i'm going to begin with an overview of um what's been going on in research for the

last 35 years well not quite yet but it's get to the top i have i brought kathy is serving as my powerpoint i heard this is one step okay after 50 years of heavily funded research there is no stable consensus regarding best teaching practice there's no common body of knowledge there are no common standards of practice At one pole we have romantic ideas of children joyfully teaching themselves these ideas have been expressed in whole language language experience open education discovery learning child centered education hands-on experiences and constructivism at the other poll we have the results

of empirical research results That have shown the advantage of instructional support and systematic in instruction in her last book the academic achievement challenge jean shaw said that in reading this romantic view and romantic as her term is imbued with love and hope this view holds that a child learns to read As naturally as he learns to speak if only we encourage him to use his language and his cognition when he reads interesting books but sadly she wrote this view has been proven by research theory and practice to be less effective than a code emphasis particularly

for children who are at risk for learning to read this conflict between A romantic approach to instruction and an empirical approach to instruction is not a question to be decided gene said by more research it's not the research she said the results of the research on beginning reading have been the same since the 1920s the problem is getting people to accept the results of the research but i believe Sadly that the vast majority of academics in curriculum and in teacher education will not accept research results that conflict with their romantic sentimental child-centered ideology in her

last book academic achievement challenge jean said the teacher-centered learning which we're going to be talking about is particularly effective for those who enter school with limited knowledge Language experience and skill regardless of social class the traditional teacher-centered education works for children with learning difficulties because it provides more structure and more direct instruction than does a progressive child-centered approach if children who lag behind are not given the additional instruction they need to continue to make progress they will fall further behind in each Successive grade the teacher-centered education works for children with learning difficulties because it provides

more structure more support and more systematic instruction than does a progressive so-called child-centered approach this instructional support includes providing children with prompts scaffolds and guided practice this support includes sequencing Material so that confusion is minimized practicing new material in small steps and providing for sufficient practice in mastery if there is any learning style that is supported by the research it is that naive learners profit when they receive a great deal of instructional support but it is unfortunate that these very supports and scaffolds are rejected by romantics in their misguided cause of helping Children the losers

in this conflict are children from less advantaged families this is a perpetual problem it's and i'm going to sort of give a history now of uh what's gone on in this romantic and pragmatic conflict for the last 35 years in 1962 to 1965 they had the the national government federal Government sponsored the first grade reading study the purpose was to determine which of a number of methods are most effective for teaching reading in the first grade they used standardized tests in them all there were language experience approaches whole language was an event that was the

precursor of whole language there was sight reading and there were various phonics Approaches uh the results okay the results were sorry the results were published up of one more the results were published by jean shaw in sort of her major book 1965 the great debate where she said clearly phonics approach systematic instruction was clearly more effective than the um Whole language language experience approaches okay done we're settled everything's fine now down one please so by 1970 we threw out the phonics and substituted open classrooms where kids were going from station to station and teaching themselves

okay down one more sometime in the 1970s The principals decided to put the walls back up and walls because of the noise and the confusion and because it wasn't working the walls were put back i still go in school sometime that where these sort of temporary walls uh are still up okay so next one yeah the 1971 to 1979 was a very exciting period in educational research bob ebert Who was then at the office of education decided to have a truly national experiment on follow-through and so he instituted the what was called follow-through planned variation

in which seven or eight different models for teaching were compared all of them in follow through gave Grades one through three one of the models was the the distar model called direct construction or oregon one of the models was another phonics approach one of the models was um bank street one of the models was arizona which was a more open thing there was this cognitive model in Ypsilanti so there was a comparison of eight different models and the results were published in 1979 and mary kennedy summarized them in educational researcher in 1970 which every year

78 okay they found Once again that the phonics approaches were more effective for teaching decoding in grades one through three uh in terms of comprehension slightly better but not significantly so so now we have the second big study phonics comes out as being superior okay um down one more while all this is going on there was another pragmatic movement Going on in american schools which was the teacher reflects research my name is associated with this jerry brophy dave berliner james stallings carolyn everson this was and i'm going to be talking a good deal about this

this was an approach to i to first identify those teachers whose students made the highest progress during the year as measured by standardized tests To identify those teachers whose students made the least progress and talk about how did they differ so this was a research that focused only on the schools only on that focus on real life teachers and what they learned and it was the research ended in 1979 and has not been continued until a recent study that came out in 2001 which i will be talking about in Mill milwaukee but that was one

empirical period uh okay oh another period and this uh both of the other present presenters have been talking about from 1980 to 1992 this is when the cognitive strategies those those that are in calls off well those that are particularly in the In in your volumes the the calls off material and the uh ellis material um are all on what and i'll be talking about that what strategies could be developed that will help kids uh develop their learning so this this period was going on in that period down one more All of it yeah and

from 1990 to 1980 to 1992 there was a third strand of empirically based research this was the comparisons of ex of internal processing expert novices and schema theory and how we process knowledge and so we have these three strands which went on until about 1990 which focused on one on teachers one on cognitive strategies and one on simply basic information processing and i'm Going to be talking about all three in fact all three are summarized in my paper and in the attached paper and the reason i say convergent as we'll talk about is the results

of all three fit together there's really no conflict okay but that's going on next that's it stop there cover it up cover the bottom okay in 19 despite Gene shaw's book despite the first year study and certainly despite the follow-through results in 1987 california throughout phonics and mandated for the whole state whole language i had a question yesterday saying how do you feel about state legislatures Mandating education or practice not too hot how do you feel about the state of california man this is the education department in the state of california mandating whole language not

too hot either okay uh this is the romantic view that gene shaw was talking about this is a very dominant movement and they throughout Whole and they mandated whole language the state of colorado mandated whole language the education department the state of arizona mandated whole language next also in 1987 was the birth of another part of the romantic constructivist movement the national council for teachers of math came out with their standards which really were ideas of and here we went again To discovery constructivist approaches uh in the teaching of math and so we really have

right here three trends in american education we have the the the phonics the systematic teaching of reading we have the many ways i think because they're All research-based the cognitive stuff in the cognitive strategy the defective teaching others and we have the romantic which comes out with the constructivist stuff in whole language and in math and these three movements are still clearly bouncing around today and are affecting the students your the students that come out of the colleges today and those that appear in the schools next one of the more exciting Studies and i hope

to talk more about that is the cognitive apprenticeship study of of collins brown and newman this fits with the scaffolding the notion that we're we're training students in cognition next in 1990 marilyn shaw marilyn adams publishes beginning to read a survey of the research on teaching of Reading since jean schall's book in 1965 and what did she find she found a that the phonics approach is what was supported by the research okay so this is three years after the thing okay next you might want to move the whole thing up now in 1990 at an

ira meeting ken goodman Calls marilyn adams a vampire because she threatens the literacy of american youth and she said and he said because she's a vampire she has to be killed with a silver dagger you don't believe i said it go to google punch in ken goodman vampire there it is uh even though the research supported marilyn adams This the leader of the romantic movement certainly the leader of the whole language movement ken goodman decides that regardless of the research marilyn adams who wrote this research book should be thrown out next please move it up

a little more so they can see it here comes another review in review of ed research steve stahl refused to research on basic reading Again looking at more on the experimental studies again phonics comes out again more schools are mandated whole language next by 1995 however scores have deteriorated enough in california that they said well let's bring back phonics And so the state of now the the um the board of education decides to put in what they call a balanced approach to reading there was this wonderful book volume by the american federation of teachers i'm

beginning reading an issue on beginning reading which i recommend to you and next by 2002 california said this is now that they are only going you can use any Basil you want but the state's only going to pay for two of them and one of them is was well known the the open court uh reading series so ken goodman he of marilyn adams fame says nothing less than an inquisition is being raised raged by federal law against teachers and School administrators to limit their practice to mandated applications of officially sanctioned research findings and rooting out

heretical whole language practice a term that is being used for all ken goodman is complaining that what what he did to others is being done to him uh there's the history and what i see in the history of course are these These two threa balances that these three men that go back and forth one supporting this romantic view which expresses itself in hands-on and the other supporting the the more research-based support now can we say that not but at the same time the romantics smile Are claiming that they do have a research basis for what

they claim and and they are saying that research on how people learn is what supports their position and the problem is that research on how people learn is ambiguous and the implication no no no i'm sorry The research on how people learn is unambiguous it's clear and i'll be giving you two examples they're very clear the problem is when you write down the implications of that research for practice then you can go either way let's let's give an example the research says that we are highly rational people who act as rationally as we can with

new Information no doubt an example of this rationality are misconceptions for example many people share the misconception that the reason the earth reason it is warmer in summer is because the earth is nearer to the sun in summer that's a misconception it's the tilt but it's rational to come up with that and they use the so you use the Misconception literature to say we are being as rational as we can okay no argument about that the question is what are the educational implications of this rationality one group the romantic say ah therefore put children in

settings where they can construct their own knowledge and where they can let this rationality Uh spring forth other people say put children in settings where they won't make misconceptions where they won't construct errors you see and and and here we have people here we have here's where the where the phonics approach comes in and so the two movements rest upon The same basic research but how you respond to the problem that people are rational misconceptions can go either either either way let me give another example the research is very clear that you don't simply take

in what i have to say word for word you don't take in what you read word for Word we don't take anything we construct a meaning in our in our heads we use our background knowledge to construct meaning therefore the less background knowledge you have the less you're able to construct meaning this background knowledge is sometimes called schema so what are the implications of the fact that we use background knowledge to Construct meaning one group and this is john bransfer and his people say therefore put students in situations where they can construct meaning another group

and they're primarily led by e.d hirsch says since background knowledge is so important let's directly teach background knowledge and out of that become the core the core knowledge program So here we have the same basic research on schema and on constructing knowledge the fact that we are rational and we do construct knowledge leading to directly opposite instructional implications one group saying let's put kids in certain settings and the other one says let's let's let's provide more control and this is what's happening and what will Continue to happen in the conflict back and forth between the

the two movements and um today to some extent clearly with phonics the the more structured approach is in ascendancy but if you listen to the majority of people in colleges of education as i do when you look at their criticism and you see the teachers who are coming out I don't know if it's ever going to happen but there we are okay this is sort of the end of part one what i'm going to say is that the research on cognitive research on cognitive processing oh by the way someone was telling me that that they're

in preschool and these people have these learning stations that they go to and they're not very happy with it and i Said yeah the research does not support those learning stations and i might as well repeat it now the research strongly supports beginning reading instruction as early as possible in fact there was a preschool program in chicago that had reading instruction before grade four it made in age four and five as sort of a variant of follow-through and these kids were followed and they are they were Superior in achievement to the other kids through grade

six and um i'm going to talk later on about the successful schools and and most of them began teaching reading in kindergarten and when i visited some of these schools in september the kids were reading i mean they could decode fluently because i was you know they let me go You know i just grabbed books off the shelf and said can you have you seen this before no can you read it and they did it so there's a tremendous case to be made for beginning this is particularly for in all kids for beginning particularly for

kids who don't come from the don't have the ability don't come from rich environmentally homes we're beginning this instruction as early as possible Yeah and we'll be talking about that on the panel but yes tremendous support okay cognitive processing okay now my point here is that if we never did classroom research and only looked at the cognitive processing research you could make a case for teaching in small steps For providing support for review for processing for many of the things that we hold dear and uh that this point is summarized in the uh paper in

my in my paper uh which i handed out there and i'm one who likes to read a play uh after i've seen it not before so what i'm hoping to do now is to give you an overview and introduction to the paper Which given that i've been revising this paper for 10 years is starting to get into shape so uh it's getting pretty useful now so so so there it is okay it is there is no underestimating the importance of background knowledge simon and hayes wrote there is no substitute for learning the prerequisite knowledge if

one is to solve a problem If we look at the differences between experts and novices a major difference is the extent of their background knowledge the overlearning of their background knowledge and the connections between pieces of their background knowledge che and she wrote in 1980 and there's no reason to change that today how do you create experts the most obvious answer is practice thousands of hours of practice for the Most part practice is the best predictor of performance practice can produce a storage of patterns and a set of strategies it's easier to learn new material

to work on new material when you have the background knowledge much of what i'm going to be saying much of what has been said at this conference is easier for you to assimilate because you have background Knowledge uh in this topic by meaningful information we mean someone has connections someone has the internal connections uh between these uh pieces okay now the diff one major the diff a major difference between experts and novices is that the knowledge of the experts is in as we say meaningful chunks meaningful pieces If and our work okay if a chess

player looks at a chess board they can memorize it quickly so that novices look at the chess board and you know don't memorize it how have they memorized 32 the position of 32 pieces on the board that's a lot of things what they see is patterns and what they're memorizing is four five Six patterns okay how do we know that because when they showed the same chest masters a board randomized and asked them to recall what they saw they can only recall about seven pieces so we're the difference then is that when they have patterns

chunks they can do more what what comes through education what comes through Learning is what is the development of these patterns and the more patterns you have then the easier it is to use them for higher level thinking in your area our working memory can only handle a few pieces at a time seven for some it goes up for some it goes now once i could handle 11. now i watch it drops a little bit every year i think I'm down to five now you know if a telephone number used to be you know 12

digits didn't bother me now any more than five and i got to write it down that's the working that's the limits of our working memory is in pieces the advantage of expertise is that they have been able to chunk i used to teach u.s history and you know you say for me you know you say the the the reconstruction period And it chunks just a whole large array of pets so the difference between experts and novices one is of course that experts have more information secondly it's better organized okay they have they have automated they

have more more chunks experts understand the big picture because they can identify particular Instances in this problem whereas novices have the smaller pieces now are experts better in higher level thinking well because we're we people say we have to teach kids higher level think well let's think about that they did a study they found they they developed professor they found professors of of cardiology and they Gave them problems and they thought aloud as they solved them and then they had students agree medical students also in cardiology or in the cardiology class they gave them problems

and and had them talk okay clearly the cardiology problem saw chunks they their thought processes were better They worked forward instead of backward and solved it in in less time and they did the same thing with endocrinology the endocrinology professors had more chunks more background knowledge solved it better and quicker than the endocrinology interns did the cardiologists did the endocrinologist have better higher level thinking certainly in those areas they did Now what they did is they took the cardiology problems and gave them to the endocrinologist and they gave the endocrinology problems to the cardiologists now

what happened they acted like novices you know they they they were no better than actually they were a little worse than novices because They took analogies from their field so the cardiologists took cardiology analogies applied it to endocrinology and they were wrong the point i think is the importance of background knowledge and the idea that you can't override background knowledge or get around background knowledge by saying we're thinking we're teaching higher order thinking skills they don't exist out of way even if they do they don't they can't you know matter How brilliant someone is at

analogies you know and logic problems and all that it doesn't help if you don't have the background knowledge okay and that's what the research on on information processing is showing um would you uh put on the next slide please slide We've had all this um hold it wait at the bottom yeah okay instructional support being the whole okay instructional support bring the whole thing up because of the limit a main point here is the limitations of our working memory as you well know sitting in a lecture yesterday there's a limit in how much the working

Memory can process can take in at any one time okay it gets swapped okay so what do we do to help people help students help others because of that limitation you see the notion is you provide support and here are supports you provide an outline or an overview so that you can focus you know uh on on where you're going by the way one of the problems with constructivist Approaches particularly asking kids is that the kids particularly the lower kids can't distinguish the relevant from the irrelevant and they frequently pick up on the irrelevant uh

in this in them because now an outline helps focus helps reduce that irrelevancy Teaching material in small steps i i i don't know why any presenter doesn't do what i do i mean there's a limit to how much you know one can take and i'm up this small steps applies here the concept of teaching in small steps was learned actually jerry brophy came up with the notion it came from his analysis of the research on effective teaching This is what in when i get to it the milwaukee particularly these recent teachers in milwaukee i saw

they they taught they modeled they taught they practiced they modeled taught practice it was always model teach practice that small step sequence is what was going on in in all of their classes i've been in classes where that's done and uh you see this the kids are just having Because they're successful one of the things that that comes up and i wrote in the effect is the importance of a high success rate well one way of obtaining this high success rate is is teaching in in small steps this is and but it comes not only

does it come from the teachers you see but it comes from this basic research on the limitations of our working memory on the need to process material before we put it into our Long-term memory active participation active participation refers to this processing the the processing that we go this is where you say to say it in your own words to this is what some of the what homework is supposed to do uh this is what talking to your neighbor this is what reviews do all these things which which help us act Upon the knowledge so

that it's coded in our long-term memory and becomes more accessible d provide for over learning when something by over learning we don't know how many times you have to teach it by over learning we means it's readily accessible the point about it's not only phonics decoding you see that that has to be taught but it's decoding to the point where it's done Automatically you don't have to stop and sound out the word this is another reason why vocabulary becomes important if when you're when a kid is reading they have to stop and puzzle out the

word then the working memory becomes more pieces of the limited working memory have to be used and fewer pieces can be used for comprehension but If you're going through it automatically so that you don't have to think about the words or at our level you don't have to think about the meaning of certain vocabulary in it or at our level then there's more room that's available for comprehension i tend to write in short sentences if my if a short sentence of mine is Three lines long i start cutting i have friends who write a whole

page the reason i work very hard at that is because when i'm reading when you know when we read a long sentence our eyes wander you know our mind can't take it in it's too much too many things you have to hold in your head before you can get to the meaning okay now the more over learning you have in an area if It's an old area then we can handle the long sentences because we have the background knowledge this overlearning becomes important in review there's some some beautiful little cards that that patent has produced

that are available outside and then and one of them is on on frequent testing and what the frequent and they're all good the one on testing the one on success the one on on on guiding Practice and active participation they're all good and the one the over learning part to review all that kind of stuff the purpose of all that is so that things become automatic so math and knowledge and names and places and all these become automatic and this is why when we get to the more effective teachers they're spending more time in review

okay now okay so that's there Caution so the research says there's importance for review there's an importance for over learning but in a recent study where they looked at the high achieving teachers and the low achieving teachers the low sum of the low achieving teachers spent 30 minutes in review so yes there's an importance for review But no you're not supposed to spend the whole period on it so it becomes it's a dilemma for you as supervisors you know you tell teachers reviews important overlearning is important but please don't spend 30 minutes doing it so

it's that that balance that comes out of this research next all right here we go right down What you see here way at the top you can get the top one here okay implications for practice many of these we've had before provide organizing structures this is in your book the the the work that that ellis and kozlov are giving they are loaded with organizing structures that people can use to to get new information concept maps There's a great idea because it helps students all these struct all these scaffolds to help students develop their material provide

for student student processing by asking them to explain the material to summarize to apply all this become necessary go on okay so all these ideas derive not from classroom teaching Necessarily but from the research on human cognitive processing now in the next section i'm going to be talking about student about classrooms and you're going to see that the class that that classroom teachers do the same thing we use words like direct instruction and explicit teaching and systematic teaching but what we mean is The effective teachers were doing this explicit teaching and this systematic teaching okay

the less effective teachers we're not we're doing it poorly we're not doing it systematically so i wish we had a word that would apply to the superior teaching and could distinguish the superior teaching from the everyday teaching we we end up with words like explicit teaching which was meant to Refer to the superior teaching and then it gets generalized to everyone so when i'm i'm really want to talk about the superior teaching the teaching that led to the highest achievement and i will go on and say in 19 and i'll talk about that in the

ninth late 19 in 1999 2000 there was a new study In milwaukee again of the high achieving and the low achieving teachers and what came out and i'll talk about that was this same pattern and more so there's nothing invalid about this pattern in this new study well done study uh 20 years later and what we see here is What they did this is systematic teaching as you've heard about it this is the so-called direct instruction that people castigate this is this terrible teacher-dominated theory i mean once the romantic start you know there's no end

but but this is it and um what comes up what came out in the milwaukee study was how loving and caring and concerned these teachers were you know when i Would talk about this stuff to teachers and frequently they came up to me and said thank you for saying that systematic well-organized teachers are also concerned about kids and also care about cause actually it's because of the care that this that this comes out so here is the general pattern that emerged not from academic research but from the teachers themselves and has been replicated In milwaukee

recently okay let's see okay now we can kind of go down the sections we'll start with well we can do it review there's there's nothing new about the review that didn't come out that there's nothing here that wasn't in the con information processing research which is Why i say convergent there's the review and they would spend four five six minutes reviewing numbers letters facts previous learning uh whatever it was and sometimes they'd review the vocabulary that had to be used for the story you see but then again i mean one of these milwaukee teachers spent

30 minutes on review and this is one of the complaints so this is the balance here Next all the way down all the way all the way there under guided practice okay what comes out in these schools in these classrooms is this mixture of presentation and guided practice and the only way to express it is with these with these arrows it isn't there's presentation and then there's guided practice the poor ones did that there's Presentation mixed with guide and practice of course the stating of lesson goals uh of course the detailed instructions but there we

have the teaching in small steps and if if i were to say what what do i like it because it's all there in the article what do i like You to take out of this research sort of one of them would be the importance of small steps so that you know the mind doesn't get over learning overworked what i'm what i'm trying to do uh in this setting guiding practice uh by providing and here i'll come up with more later providing models Thinking aloud working examples supervising students as they did the examples this maryland madeleine

hunter introduced the concept of guided practice to the education world and i'm forever thankful you know we're forever thankful for her contribution there asking questions checking for understanding becomes you Know there's this little handout little thing called response cards and it's a it's a wonderful way of checking for understanding that that was developed by by by patent and provide for response and here we see the importance of a high success rate and so what would i have you remember the importance of small steps And the importance of a high success rate and we've all been

in classrooms you know where three or four kids give the answer the rest are confused and the teacher goes on and by teaching in small steps when you've seen it the success rate becomes high you know and there's there and and this is what the master teachers the systematic Teachers uh were doing it okay and sometimes it's a real one how to obtain a high success rate is it is an issue that has not been adequately studied and if anyone out here is looking for a paper a dissertation a master's thesis or you know have

students we need more specific information on what master teachers are doing to get a high success rate uh What i would recommend is you find there are you all know these master teachers okay and what you this is what i would recommend and i'm going to do it myself i'm going to do it uh with some is you you ask them how do you obtain a high success rate and they and they they write it down you you you talk to them about it and then you Someone sits you sit someone sits in the back

of the classroom and observes how they're doing it and talk back and forth and what i think this is what they call qualitative research but it's it's it's a case study of a known of known effective known high achieving teachers and what i would love to read more of and i think it'd be important to give to teachers more of is what are these master teachers specifically doing to obtain this high success rate okay we Know they're teaching us but and we don't have a literature on that uh it's difficult particularly when you have the

slower kids in the classroom you have the the students with disabilities in the classroom what is being done to obtain a high success rate with these kids we know they do it there's not enough on it now there are In this milwaukee study they were able to locate four eight teachers who were consistently high achieving in reading and math for two years and five low and um i'm gonna go up as soon as the weather gets a little better so i can go jogging in the milwaukee forest i'm gonna go up to milwaukee and visit

these teachers Because they're still teaching they didn't talk to them about this subject and i you know we i hope that more people do it but this is sort of the essence this small step guided practice mixture next up move the whole thing up so we can have it in the center okay provide systematic feedback and corrections is what we have The literature is really not sufficient on this how that what teacher it is clearly it's important but i don't think there's enough information on on how feedback is working in these classrooms there's just simply

not enough okay independent practice provide explicit instruction and practice for seat work exercises what the effective teachers were doing of Course is they would work the seat work exercises with the students before they began the seat work there was direct instruction in the seat work before the kids ran out to do it the less effective teachers they would assign the seat work prematurely i remember thought you see she was teaching multiplication and she didn't do it too well and didn't have a high Success rate and then gave the kids the seat work and she's running

around reteaching it you know and then there was there was chaos here they provided the more effective teachers provided this explicit instruction uh in the seat work exercises i was once in a classroom where the whole class was working on on the homework and they did the first problem together And there was confusion and they did the second problem together and there was confusion and the teacher said do not do this homework because partly because and ellis mentioned this partly because we being rational we figure if we don't know it we figure out a way

to make the problem work you end up with a misconception and now it's going to be hell getting rid of that So uh human rationality can lead to easily lead to misconceptions and therefore uh there's a need to the need to provide that so and finally of course the monthly reviews which make sense because of the need to get the over learning get the automaticity uh get it working out now from this Whole sheet i've sort of selected four elements which i think are manageable and worth talking about when you're working with teachers and you're

talking about instruction and they are as i've summarized in the paper teaching and teaching small amounts at once providing for guided practice Obtaining a high success rate and obtaining extensive practice and the response everything here error correction time trials and response cards sort of works in that area in 1995 and on alex mullner and john zaharak At university of wisconsin in milwaukee decided to study small classes and they got the funds so that they could look at 21 schools where the classrooms were 1 to 15 and as control 17 schools where the classrooms were 30

to 1. and they have observed this for three years now What did they find they found that at the end of grade one small small classes okay small classes had higher you might want to write this down i don't have the url for this study but i'll tell you how to find it through google okay it's called the student achievement guarantee in education or s-a-g-e so you put sage into google You have it's my opening one you have you found it oh i love you there it is there it is oh thank you okay that's

the whole url but if you're lazy you go to google you put in sage you put in c e r i and it'll be there and then they have the 2001 study And this is the one that's based on second and third grade as part of the study they identified eight teachers in grades two and three who got okay this study was conducted the same way as the other ones i talked about they they oh i'm sorry i'm all confused back to first grade they found That at the end of first grade students in the

small classrooms were doing better significantly better as measured by the adjusted test scores and the linear hypothesis analysis then students in the control thirty to one during second grade neither both groups made progress but The small groups were not were not superior to the regular second grade during third grade both groups made progress but the small classes were not superior to the third grade at the end of third grade those who had the small classes were superior to those who had the lord those students who were in the larger classes what Happened was the effect

at the end of first grade remained so that at the end of third grade they were still superior even though there were no differences in second and third grade is that clear let me explain again okay there were differences in first grade and they were permanent differences they re they re so that by the end of third grade even though there were no Differences in second and third grade they were still they were still superior and what now what john zaharik and his students did was identify eight teachers whose classrooms were high high achieving in

both in two years in both reading and math they found some teachers who were high one year and low the next in reading who Were high in reading and low in math but they found eight teachers who were high in both for two years and this came out in this study published it's not published but it went on the web in december of 2001 and i just found it and i got real excited they also found five teachers who were consistently low Consistently below in both grades you know for this same for the same period

okay now when they began this and i'm quoting now with my edit from the sage report sage stands for student achievement guarantees in education which is just playing around to try to get saved okay when they began this study the researchers expected That reduced class size would lead to more students self-direction more student thinking more hands-on activities they expected that these hands-on activities would lead to more student achievement after all they did this study began this study in 1996 part of the heyday of of hands-on part of the heyday of this movement this is what

they believe this is alex mulder still love this is what They expected you can see where i'm going that was not what they found the investigators found that all eight of the higher achieving teachers based their primary teaching on explicit instruction these teachers gave clear directions explained concepts modeled procedures required practice provided feedback and supported student learning Their lessons consisted of carefully planned activities with clear goals logical structure and step-by-step content progression i'm quoting these lessons proceeded at a brisk pace these lessons were often presented with enthusiasm energy and a commitment sometimes a fierce commitment

to student accomplishment most of these classrooms Were schools where 60 to 90 percent of the students were on free or reduced lunch a fierce commitment there are times there were times when a teacher would digress from a lesson but these times were rare after the basic foundation was built some of these teachers would then engage their students in more experiential learning using authentic tasks and challenging Problems but this experiential learning routinely followed more teacher-centered instruction it occurred after students had acquired a firm grasp of the targeted knowledge or skills for higher achieving teachers explicit teaching

is used first and more frequently than experiential learning in sum The more effective teachers believe in the importance of acquiring basic learning as a first priority they also believe that the most effective way for students to acquire basic learning is to explicitly teach them rather than to have them discover through problem solving activities the more effective teachers did not neglect experiential learning but they believe it is more effective after The students have acquired fundamental skills and knowledge finally this this is new we this was not this kind of material wisdom was not available to us

when when the research the earlier research that i talked about was done there's an image here of a funnel where at the beginning there's constrained and as people move up then there's more activities but even this The activities are supervised are are carefully planned not all eight teachers had this experiential teaching but a lot of them did you know and these are sisters are still teaching and i and i hope to go in and see more about these teachers but let me go on most of the lower achieving teachers also used explicit teaching terrible the

word but in these classrooms the pace of the lessons was quite slow The lessons began with a lengthy directions or explanations transitions were frequently missing or awkward concepts at skill were examined at extraordinary length rather than presented and reviews these okay um the actions of many of the lower achieving teachers lacked they were warm they were sweet but they said the actions lacked enthusiasm or diligence they saw They did not see the sense of commitment and an expectation that all students will achieve that they saw in the classrooms of the higher achieving teachers i'll give

a few examples but these teachers would sit and one of them said the one of them said and it's sort of this is teacher l three low three teacher was consistently gentle kind and soft elf t l three preferred exercises Consisting of a minimum amount of work spread out over a long period of class time you know that teacher i've seen those teachers you know and that's that's the difference classroom management and they were able to combine both classroom management when we were doing this when they were we are doing this research in the in

the 70s there was also some extensive work on classroom Management but it was almost separate the very best work on classroom management has been done by carolyn everson e-v-e-r-t-s-o-n and if you look up everton classroom management in google you'll get the reference she has books on elementary and junior high what what everson did Was sending they had lots of money in texas in those days send out observers to observe the first minute of school for some 20 teachers and the observers recorded exactly what the teacher was doing all day long for the first month at

the end of the semester They looked at in engaged time time on task in these 20 classrooms and found a big difference you had high on task and low on that so they went back to their notes and said what were the teachers who had high on task doing the first day the second day and what were the other ones doing the first day in a second they wrote this up They summarized all this and they've been revising and it's in their books classroom management is the title and it's classroom management in both elementary and

and secondary and what they found was that these teachers started teaching explicitly teaching classroom rules classroom practice the first minute of the first day in fact some of them spent the first three hours just doing that and these teachers who Did that were the ones who had fewer management problems during the rest of the year in the milwaukee study they also focused on management and what i'm going to say here is just repeating almost what carolyn found 15 years ago the higher the team higher achieving teachers had well established rules routines and reward systems The

teachers were firm decisive consistent and fair some teachers gave students more independence but this independence was part of a comprehensive pro comprehensive scheme the structured management procedures of the high achieving teachers led to an increase in instructional time and the teachers used more time had more time therefore to devote to individual Students all reduced size remember this is done in classrooms of fifteen to one all reduced size teachers focused on individual students but the higher achieving teachers were able to give more time to individual students because of their management procedures that were set routine and

established the lower achieving teachers also had rules and routines but these teachers and these teachers were positive and Fair but they appeared to be overly concerned with maintaining order they would often dwell on misbehavior be excessively concerned with noise and interrupt their t their students their waiting these students were notable in their inability to implement their student management plan because of their inability less time was available for instruction in their classrooms so this Is another major difference i like to sort of quote some of the practices of the two groups of teachers teacher h1 explicit

teaching modeling and extensive practicing of skills were important and regular components of all lessons instructional methods include frequent checking for understanding the teacher Use white boards that the kids wrote on the teacher said that in order to do problem solving or critical thinking you had to have fundamental knowledge she said you've got to have the building blocks in order to build in our house teacher h2 explicit teaching was a dominant feature of lessons in both reading and math it was common for her to say i'm going to model what i want you to do i'm

going to show you step by step Instruction was pre-done but there was freedom in variety in in student responses teacher h5 she frequently checks for student progress both formally and informally she insists on frequent reviews she aware but much of her awareness comes because of her style includes constant interactions with the students some of the low teachers During an hour-long reading class for example each student read just one short passage and answered one question throughout l3 always had all students do the same work and the same time even sharpening pencils took a long time as

l3 had students line up at her desk as she sharpened each of their pencils you've seen these teachers i don't know in my work the pacing of this is l2 the Pacing activities was characterized by spending one third or more of the instructional time on startup activities rather than processing a new school in an effort to ensure each student's understanding the pace of instruction was slowed down to accommodate one student at the expense of the entire class a vocabulary practice of words for a new story took up a whole lesson the students were given a

sheet of 25 or More words and asked to study the words while she dealt with a student in the hall next students were called out to read each word aloud the students were told to highlight the word the teacher walked around one class lesson spent on learning 25 words so there's you know a major difference between the more effective and and the less effective the commitment the Organization the the progression okay and this going on i don't as i read about the low teachers i don't know what to do you know you know i just

i don't know what could be done in many ways it's because of the problems with the low teachers that people go to more structured stuff although they i don't know what you people don't i don't know what can be done with these loads these don't by the way load are not new teachers okay L3 15 years teaching l1 five years teaching 14 years teaching three and a half years teaching and uh 30 years teaching so okay all right uh we pause again for the survey what so then what we have so far is the consistency

between the 1970 between the cognitive Processing research and the teacher effects research and a lovely consistent an expectation in milwaukee that stu teachers would use this reduced time to go into uh project methods and hands-on and that's not what they did there were experiential lessons there was a time when for instance they had a measured potential strength of spaghetti uh using uh washers and spaghetti was flying around the room this stuff was going on but then as soon as it was over The kids knew what to do next and they sat down in their seat

and they um they sat down on their seat and they started writing up uh what the spaghetti was and it was organized i was once in a classroom in new mexico and i was saying i wanted to see you know how the class ended so i was in that classroom it is now 2 30 actually it was now 2 25 And cl i know school is going to end at 2 30. teacher is teaching away and i'm saying i got to watch this at 2 28 teachers said okay you know what you know get ready

to go home each kid stopped you know put their stuff away put the stuff inside put a chair you know put the chair on their desk got their stuff lined up were ready to save and the teacher stood at the door said goodbye to every kid hugged a Number of kids and they went by and i was i had my stop watching i'm going away two minutes and it was done you know and and that's what could be done in a while that was you know this well organized well-managed classroom so we have this contrast

on the other but we have this this consistency