Second Edition By the best-selling author Geof Geoff ff Pe P Petty etty readable readab able text that is A “ a must fofforor trainees and prppractising ractising teachers ” EvidenceEvidence viden e B d Based T hi Teaching Evidence-Based Teaching A Practical Approach Geoff Petty Text © Geoff Petty 2006, 2009 Original illustrations © Liz Singh 2006, 2009 The right of Geoff Petty to be identified as author of this work has been asserted by him/her in accordance with the Copyright, Designs and Patents Act 1988 All rights reserved No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited, of Saffron House, 6–10 Kirby Street, London, EC1N 8TS Any person who commits any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages First published in 2006, this edition published in 2009 by: Nelson Thornes Ltd Delta Place 27 Bath Road CHELTENHAM GL53 7TH United Kingdom 08 09 10 / 10 A catalogue record for this book is available from the British Library ISBN 978 4085 0452 Illustrations by Liz Singh Page make-up by Pantek Arts Ltd Printed and bound in Spain by GraphyCems Acknowledgements The Publishers gratefully acknowledge the following for permission to reproduce copyright material: Crown copyright material is reproduced with the permission of the Controller of the HMSO and the Queen’s Printer for Scotland; ‘Dweck’s Questionnaire’ from SELF THEORIES: Their Role in Motivation Personality and Development by C S Dweck, published by Psychology Press 2000; Text relating to Feuerstein’s Instrumental Enrichment Reprinted with the kind permission of Professor Reuven Feuerstein; Do, Review, Apply and Learn, from LEARNING BY DOING: A Guide to Teaching and Learning Methods by Graham Gibbs, 1989 reprinted with the kind permission of the author; Violinist’s Graph, from THE ROLE OF DELIBERATE PRACTICE IN THE ACQUISITION OF EXPERT PERFORMANCE by K Ericsson, R Krampe and C TeschRomer Psychological Review, 1993 vol 100 no pp 363–406 published by American Psychological Association; Extracts of dialogue taken from ‘Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities’ by A S Palincsar and A L Brown ‘Cognition and Instruction’ 117–175 1984 published by Lawrence Erlbaum Associates Reprinted with permission of A S Palincsar and the publishers; Table from ‘FRAMEWORKS OF THINKING’ David Moseley, Vivienne Baumfield, Julian Elliott, Steven Higgins, Jen Miller and Douglas P Newton Published by Cambridge University Press 2005 Rperinted with permission of Cambridge University Press; Graph based on one from TEACHING FOR QUALITY LEARNING AT UNIVERSITY by John Biggs, published by Open University 2003 Reprinted by permission of the Open University Effect sizes throughout this book are from: Professor John Hattie in a personal communication of his latest table dated Nov 2005 Robert Marzano (1998) A theory-based Meta-Analysis of Research on Instruction Mid-continent Regional Educational Laboratory Aurora, Colorada; H Cooper (1989) Homework White Plains, NY: Longman; H Cooper: (1989) Synthesis of research on homework Educational Leadership 47 (3) 85–91 Alexandria VA: Association for Supervision and Curriculum Development Whilst every effort has been made to trace the copyright holders, in cases where this has been unsuccessful or if any have inadvertently been overlooked, the Publishers will be pleased to make the necessary arrangements at the first opportunity Contents Preface and acknowledgements v Part 1: What is evidence-based teaching? In which we get rational about how to teach, and look at evidence on how we learn We need evidence-based practice, not custom and practice Learning is making sense, not just remembering Motivation 41 Part 2: What methods work best? In which we find out what teaching methods work best and how we know this – and that teachers make the difference, not their bosses or policy makers Effect sizes: finding what works John Hattie’s table of effect sizes Marzano’s theory-based meta-analysis Extracting general principles from effect-size studies 53 60 71 82 Part 3: The top teaching methods In which we look closely at the best teaching methods, to see how to use them and what we can learn from them 10 11 12 13 Feedback or ‘assessment for learning’ (effect size 0.81) Whole-class interactive teaching (effect size 0.81) Graphic organisers and other visual representations (effect size 1.2 to 1.3) ‘Decisions, decisions’ (effect size 0.89) Cooperative learning Reciprocal teaching (effect size 0.86) 85 103 115 136 143 154 Part 4: Seven principles for evidence-based teaching In which we extract from the research seven general principles that seem to explain what makes teaching methods work, and use them to improve our teaching 14 The seven general teaching principles and PAR 165 iii Contents Part 5: Choosing and using teaching methods In which we look in detail at an ideal plan to teach a topic, looking at alternative teaching methods and how to use them 15 16 17 18 19 20 Feedback through interactive dialogue: the self-correcting classroom Teaching methods for the ‘orientation’ phase: setting the scene Methods to present new material Methods for the ‘apply’ phase: deep meaning from hard thinking Feedback methods: assessment for learning Methods for the ‘review’ and homework phases 175 194 207 234 246 277 Part 6: Teaching intelligence In which we see that intelligence is a range of skills that can be taught, and consider strategies to teach them 21 Teaching thinking skills and intelligence 285 Part 7: What the best teachers, schools and colleges do? In which we see how expert teachers and the best schools get their incredible pass rates 22 What the best teachers, schools and colleges do? 311 Part 8: Your own evidence In which we see how to improve our teaching, and find it’s a bit scary, but fun 23 Your own evidence: reflection and experimentation 319 Part 9: The rational curriculum In which we see what ‘they’ ought to tell us to teach, and find that if we teach it anyway, students much better But we find teachers have an awesome responsibility You create the future 24 The rational curriculum 325 Part 10: Management and leadership In which we find out how to improve the teaching of others in our team iv 25 Management and leadership 26 Evidence-based classroom management and discipline (This chapter is only available as a free download from www.geoffpetty.com) 355 Bibliography Index 368 373 Preface and acknowledgements I spent 28 years teaching, but now I realise I was doing much of it wrong It’s not that I was doing it badly either (My A-level physics students, for example, did two grades better than their GCSE scores predicted.) But ten years studying research on what works in classrooms has shown me what I did right, and what I did wrong When I first published Teaching Today in 1993, I found remarkably little research that helped us make real-life teaching decisions Since then there has been a re-volution in how research is done, creating an avalanche of information on what works and why This research is very practical, and if we put it all together, very, very persuasive In fact we would be quite crazy to ignore it just from the point of view of our own interests The most effective methods expect teachers to less, and the students to more, so as well as being more effective, these methods make teaching less tiring and more enjoyable Students enjoy these methods much more, too, though some will have to get used to actually doing something! I have tried to write the book I craved in my first few years of teaching, one that skated over the basics but gave ideas known to work I hope it doesn’t stay on your shelf, but enlivens your planning, and spurs you to experiment with your teaching, and your students’ learning Good teachers touch people’s lives for ever If you teach well, some of your students will only succeed because of your excellent teaching Then they might go on to get more advanced qualifications and skills, again just because of your expert teaching Then they might get a career, indeed a whole life, built on your excellent teaching No other profession is that consequential and enabling Teaching is just too damned difficult to get right It is always possible to improve I am supposed to know about these things but I am still changing what I If you step out of your comfort zone and experiment with new methods you will find this enormously rewarding, just so long as you are in control of the change, and doing it at a comfortable pace that gives you some time for reflection Experimenting can be great fun, especially if you it for your teaching team and share your findings with others, and if they share their findings with you, as described in Chapter 23 Look out too for the target icons [ ] in the margin which mark strategies worth trying Better ways to teach can enliven your career, and your life, as well as meeting your professional responsibility to the best job you can for your students In any case why waste our efforts on teaching methods that don’t work, when we can use the ones that do? Evidence-based practice has swept traditional practice away in agriculture and medicine, and it is only a matter of time for the broom to sweep through teaching More even than that, as I hope to show in Chapter 24 on the ‘rational curriculum’, teachers now have a role to help shape the thinking of present and future v Preface and acknowledgements generations This is an awesome responsibility, especially as environmental and other ethical decisions made by the people that you have taught to think, could make a huge difference to the prospects for life on the planet If the near-unanimous cry of environmental experts is half right, then effective thinking could make the difference between creative flourishing, bare survival, or even the near extinction of our species I know that sounds apocalyptic, and we might both wish that teachers were not so influential, but we are, and we not live in ordinary times I will argue that whether we like it or not, teachers make the future, so we had better it well I hope this book will furnish you with a host of practical and useful ideas to enliven the learning and the lives of you and your students! Evidence-based practice is here to stay; I hope you make it welcome Acknowledgements The errors are mine, but I would like to thank: Professor John Hattie for his pioneering work, for allowing me to use his tables of effect sizes, and for answering my queries; without him this book could not have been written Professor Michael Shayer for his patience in explaining and correcting some statistical errors I made in the first edition, and correcting the tables now on pages 56 and 74 Professor John Biggs for perusing my explanation of his SOLO taxonomy Robert Marzano for asking and answering some questions every teacher asks, and for answering my queries Janice Evans and her history department at Solihull Sixth Form College for their pioneering work and their willingness to explain their thinking to me Jim Judges of Sutton Coldfield College for his ideas on the use of the mini-whiteboard Keith Cole for insisting that I read Steven Pinker Liz Singh for her drawings, her editing, her rigorous insistence whenever I wasn’t making sense, and also for her unwavering support and patience Geoff Petty We need evidence-based practice, not custom and practice Some medieval farmers used to sprinkle ox blood on their fields at full moon, in the mistaken belief it increased soil fertility What made them think it would work? If you had asked them they would have said, ‘Everyone does it!’ People often mistake common practice for best practice, and seem to prefer the comfort of the crowd to thinking for themselves using hard evidence Medicine was once the same: doctors bled patients suffering from anaemia, and administered bee stings to arthritic joints Why? Because everyone else did, and all those doctors couldn’t be wrong – could they? Medicine and agriculture are now both ‘evidence based’, and it is time for education to follow their example It is no shame to follow them; it is easier to work out how a liver works or how a plant grows than how a person learns But we know a great deal about how people learn now, and we need to change our practice accordingly Very successful procedures have been discovered without science in medicine, agriculture and education We mustn’t abandon our intuition or our own evidence; this is the final court of judgement, as we see in Chapter 23 But isn’t educational practice evidence based already? Hardly For example, there are many teaching strategies that enable learners to a grade or two better in assessments than more customary teaching methods These highly effective methods don’t take more time, though some require more skill from the teacher Yet many of these methods are almost unknown in this country, and others are only rarely used, because teachers are unaware of their exceptional power If education were evidence based experienced teachers would be using these methods frequently They wouldn’t be taken in by the initiative described just below either If the use of just one of these top performance methods can improve students’ achievement by as much as two grades, imagine what would happen if an evidencebased teacher routinely used many of these highly effective methods in every lesson Part What is evidence-based teaching? 11 What is evidence-based teaching? So what would teaching look like if we dropped the snake oil,* and took up the evidence? That is what I hope to show you in this book I am convinced that by the end of this century people will look back at our present 20th-century practice and laugh – or groan – just as we when we hear of 19th-century teaching And they may envy us that we were born in a time when old methods were abandoned for exciting new and powerful ones, and when teachers had the challenge and fun of working out the teaching of the future And seeing the results The future is in sight, but the path is not yet clear, and it is the present generation of teachers who will forge these new ways That’s you! Our students have a lot to gain, and so will the economy and social inclusion We teachers have a lot to gain too, as the new methods often make teaching less tiring, and much more interesting What is evidence-based practice? First let’s look at what evidence-based practice is not Not long ago I had a very common experience that many of you will have shared, often many times Someone with excellent educational credentials was describing a new educational initiative to me and to others As I describe this below it may seem like an evidence-based approach, but it is little better than disguised snake oil The initiative was introduced with great enthusiasm by a man who fair-mindedly described both the advantages and disadvantages of the new approach in terms of the improvement in learning quality it could bring about He persuasively and accurately argued that the advantages would outweigh the disadvantages He quoted some acknowledged authorities citing a piece of research that had found a qualitative and quantitative improvement in students’ learning when the initiative was tried in a pilot He ended by exhorting us to join in with the initiative on the basis of the information he had just outlined Even if all the claims he made were true, this is not evidence-based practice, and implementing the initiative could be a wasteful distraction of the very limited time and energy available to teachers What’s wrong with this man’s argument? The mistake of evaluating something while forgetting to seriously consider its alternatives is extremely common in every walk of life Those at the meeting will probably have made it very many times, with who knows what negative results Had they been taught the ‘rational curriculum’ outlined in Chapter 24 they would not have made this mistake, and both they and their students would have been a great deal better off Let’s use the methods that work best As we will see later, syntheses of research by international experts like Professor John Hattie and Bob Marzano have shown us that the great majority of educational *Snake oil – useless ‘medicine’ sold as a cure all We need evidence-based practice initiatives have positive effects on learning Improving your handouts, team teaching, tutorials, peer assessment, computer-based instruction, and painting the classroom can all have a positive effect on achievement But if you don’t have the time to them all, which will have the greatest effect? (Can you guess which ones? We will find out later.) We are knee deep in strategies that could improve things for our students, so the question is not ‘Will this strategy work?’ but ‘Which are the most productive strategies to adopt?’ Answering this last question has been the life work of academics such Hattie and Marzano Thanks to them teachers can direct their precious time and energies to the variables, and the methods, that make the biggest difference to student achievement The 20–80 rule Twenty per cent of what you makes 80 per cent of the difference, so let’s work smarter, not harder, by concentrating on the factors that make this difference Let’s try to understand the learning process It is one thing to know what methods work, quite another to understand why Without understanding why they work we are most unlikely to use them effectively We will also be unable to criticise constructively our own and others’ practice Thanks to ingenious theorising backed up by rigorous experiments in neural physiology, psychology, social psychology, cognitive science and elsewhere, we now understand a great deal about why we learn, how we learn, and consequently what can help us to learn Let’s find the problems and fix them Using the teaching methods that are known to work best, and understanding how they work in terms of brain science, is only part of evidence-based practice Research reviews can only tell us how the average student learns best But this ignores the contexts in which you teach, and the problems these can cause Each of our students is unique, and while they will benefit from the methods that work best they will also have unique needs Other contextual factors also come in to play: your subject, your institution’s tutorial system, the prior learning required for success in your subjects, your favourite teaching methods, and so on These introduce factors that need addressing if your students are to learn at their best For example, if your guidance and selection system sets the bar too low when deciding which students are allowed on to your A-level course, then you may get poor attainment almost no matter what teaching methods you use, and no matter how well you understand the learning process No initiative will fix this poor attainment, except improvement to your selection procedure We need to find the Management and leadership This ‘virtuous cycle’ is at the heart of culture management Systems that focus on improvement are not likely to work if these values and beliefs are not in place Belief that success depends on Vicious cycle factors out of your control, e.g type of students, funding, etc Many students not Expectation and acceptance of poor succeed performance from some students Taylor, reported in O’Connell (2002), studied a number of Beacon colleges and found that their systems did nothing that could not be found in a good manual – but that they did it! Reviews of research on effective and on improving schools find much the same (Gray et al 1999) This ‘did it’ rigour is not due to a controlling management style, but fundamentally to culture management, which stresses and develops positive values, beliefs, and expectations in staff, and consequently in students See the virtuous cycle above, which is self-fulfilling The vicious cycle, also self-fulfilling, is despairing and self-defeating, and corrosive of morale and of learners’ life chances Institutions with a prodding, form-filling and aggressive management style rarely attain Beacon excellence It appears that if staff don’t have the right values and don’t believe that their actions can make a difference, they won’t act effectively to make a difference, regardless of what managers or systems might require of them This ‘culture management’ approach has produced average post-16 pass rates of over 90 per cent even in catchment areas of the greatest social and economic deprivation, confirming the beliefs in the virtuous cycle above (Martinez, 2000a) Post-16 colleges are able to put students on courses appropriate to their prior attainment; this makes their pass rate less sensitive to the nature of their intake than is the case for pre-16 education It is therefore easier to identify good post16 provision than good pre-16 provision, making this a useful source of evidence for this chapter O’Connell (2002) described how Runshaw College achieved Beacon College status in The Runshaw Way: Values Driven Behaviour Values were agreed, such as: ‘teaching and learning are our first priority’ ‘opportunities for all’ ‘striving for excellence’, etc 365 Management and leadership Why this stress on values? There are two reasons a teacher might something useful and productive: because they have to, or because they want to Guess which is most motivating! When pursuing your own values you are doing what you regard as most important, and you don’t feel controlled Teachers who are value driven and who believe that their students can achieve, inculcate these same beliefs in their students Their students now experience a very similar virtuous cycle to that shown above Even if your college is system and hierarchy driven, you can still use a value-driven culture management approach in your team to some extent Stress the values and beliefs in everyday encounters and use them to justify and encourage change, rather than appealing to the administrative hierarchy, or to systems: ‘The students would benefit if …’ rather than ‘The quality manager says we have to …’ ‘To put our ethos into action we must realise that values are ineffective without processes and structures that implement the values Talk is not enough; a bias for action is necessary: we need to be practical, hands on, focusing on implementation.’ (Runshaw College, 2002) So for each value Runshaw staff agreed a separate set of related beliefs and attitudes for managers, teachers and students Procedures were developed to ensure that these values were realised (O’Connell, 2005) Hang on! Haven’t we seen this stress on values and beliefs before? Yes, it’s the value-expectancy theory of motivation again (Chapter 3), only this time for staff rather than students If you take on board this last point it will help you towards an extended abstract conceptualisation as described in Chapter The value-driven approach creates a win-win virtuous cycle like that below (top facing page) This is based on Maslow’s theory of management, which greatly influenced most of the major management gurus of the 20th century Maslow (1970) showed that people make a meaning and purpose for their lives by self-actualising, that is by pursuing their own values However, this only occurs if the lower needs, such as belongingness and esteem needs, are at least partly met So managers must ensure that teachers feel a sense of belonging, and feel respected and valued (esteem); then staff will tend to self-actualise If values are articulated and agreed, and if ways of realising them are established, staff are motivated to realise these values This improves student learning and college performance It enables managers to recognise new staff successes, and so to strengthen esteem further, thus releasing more self-actualising, and so on in a virtuous cycle This is not easy to achieve in practice, and some staff will not respond in this way They will need a more controlling management style However, the virtuous cycle above is probably the most motivating approach for most people 366 Management and leadership Teachers work to realise their values, Students learn better e.g ‘Let’s help every student to learn’ Students’ benefit Teacher’s needs Self actualising: growing in the direction of your own values Esteem needs College benefits ‘I’m making a difference.’ Deserved recognition and intrinsic satisfaction for teachers from success in realising their own values Belongingness needs Esteem from success and belonging to a successful college Security needs Sense of belonging to a team with shared values Physiological needs Society benefits Job security References and further reading Bloom, B S (1984) ‘The sigma problem: the search for methods of group instruction as effective as one-to-one tutoring’, Educational Researcher, 13, 6: 4–16 Gray, J et al (1999) Improving Schools: Performance and Potential, Buckingham: Open University Press Martinez, P (2000a) ‘Raising achievement: a guide to successful strategies’, LSDA Online Maslow, A H (1970) Motivation and Personality (3rd edition), New York: Harper Collins Maynard, J and Martinez, P (2002) Pride or Prejudice? College Teachers’ Views on Course Performance, London: LDSA O’Connell, B (ed.) (2002) The Runshaw Way: Values Drive Behaviour, Leyland: Runshaw College What is important in life is life, and not the result of life Johann Wolfgang von Goethe (1749–1832), German writer and scientist 367 Bibliography Adey, P and Shayer, M (1994) Really Raising Standards, London: Routledge Anderson, L W and Krathwohl, D R (eds) (2001) A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, New York: Longman Ausubel, D P (1968) Education Psychology: A Cognitive View, New York: Holt, Rinehart & Winston Ayres, P et al (2004) ‘Effective teaching in the context of a Grade 12 high-stakes external examination in New South Wales, Australia’, British Educational Research Journal, 30, (February) Bereiter, C and Scardamalia, M (1998) ‘Beyond Bloom’s taxonomy: rethinking knowledge for the knowledge age’, in A Hargreaves, A Lieberman, M Fullan and D Hopkins (eds), International Handbook of Educational Change (pp 675–92), Dordrecht: Kluwer Download from: ikit.org/people/bereiter.html Biggs J and Collis, K (1982) Evaluating the Quality of Learning, New York: Academic Press Biggs, J (2003) Teaching for Quality Learning at University, Buckingham: Open University Press/McGraw Hill Black, P J and Wiliam, D (1998) ‘Assessment and classroom learning’, Assessment in Education: Principles, Policy and Practice, 5, 1: 7–74 See also QCA (2001) A very readable summary and a full reference is given at www.pdkintl.org/kappan/ kbla9810.htm and www.qca.org.uk/ca/5–14/afl Black P et al (2003) Assessment for Learning: Putting it into Practice, Buckingham: Open University Press Bloom, B S (1984) ‘The sigma problem: the search for methods of group instruction as effective as one-to-one tutoring’, Educational Researcher, 13, 6: 4–16 Bowerman, M (1978) ‘The acquisition of word meaning’, in N Waterson and C Snow (eds), The Development of Communication, London: John Wiley Boruch, R et al (2003) A New Guide on Evidence Based Practice: Identifying and Implementing Educational Practices Supported by Rigorous Evidence, Washington: US Department of Education Downloaded from: www.ed.gov/about/offices/list/ies/ reports.html Bransford, J D et al (2000) How People Learn: Brain, Mind, Experience and School, Washington: National Research Council Brown, G and Atkins, M (1988) Effective Teaching in Higher Education, London: Routledge Bruner, J (1977) The Process of Education, Cambridge, Massachusetts: Harvard University Press Carroll, W M (1994) ‘Using worked examples as an instructional support in the algebra classroom’, Journal of Educational Psychology, 83: 360–7 Chizmar, J and Ostrosky, A (1998) ‘The one-minute paper: some empirical findings’, Research in Economic Education, Winter 1998 Download from: www.indiana.edu/~econed/ pdffiles/winter98/chizmar.pdf 368 Bibliography Clarke, S (2001) Unlocking Formative Assessment: Practical Strategies for Enhancing Pupils’ Learning in the Primary Classroom, London: Hodder & Stoughton Clarke, S., Timperley, H and Hattie, J (2003) Unlocking Formative Assessment: Practical Strategies for Enhancing Pupils’ Learning in the Primary and Intermediate Classroom (New Zealand edition), Auckland: Hodder Moa Beckett Coffield, F., Moseley, D., Hall, E and Ecclestone K (2004a) ‘Learning styles and pedagogy in post-16 learning: a systematic and critical review’ (LSRC reference) Download from: www lsda.org.uk/research/reports Coffield, F Moseley, D., Hall, E and Ecclestone, K (2004b) ‘Should we be using learning styles? What research has to say to practice’ (LSRC reference) Download from: www.lsda org.uk/research/reports Cohen, L., Manion, L and Morrison, K (2000) Research Methods in Education (5th edition), London: RoutledgeFalmer Desforges, C (2000) ‘Review of reviews’ Download from: www.tlrp.org/pub/acadpub/ Desforges2000b.pdf Desforges, C and Fox, R (2002) Teaching and Learning: The Essential Readings, Oxford: Blackwell See particularly K Ericsson’s piece on deliberate practice Dienes Z P (1960) Building up Mathematics, London: Hutchinson Educational Donovan, M S and Bransford, J D (2005) How Students Learn: History, Mathematics, and Science in the Classroom, Washington: National Research Council Dweck, C S (2000) Self-Theories: Their Role in Motivation Personality and Development, Philadelphia: Psychology Press Dworkin, R et al (eds) (2001) The Legacy of Isaiah Berlin, New York: NYRB Dworkin, R (1977) Taking Rights Seriously, 2nd impression, London: Duckworth Eagleton T (2004) After Theory, London: Penguin Ericsson, K., Krampe, R and Tesch-Romer, C (1993) ‘The role of deliberate practice in the acquisition of expert performance’, Psychological Review, 100, 3: 363–406 For a shorter summary of this see Ericsson’s ‘Attaining excellence through deliberate practice: insights from the study of expert performance’ in Desforges and Fox (2002) See also my paper at www.geoffpetty.com Eyesenck, M W and Keane, M T (2000) Cognitive Psychology: A Student’s Handbook (4th edition), Hove: Psychology Press Feather, N (ed.) (1982) Expectations and Actions, Hillsdale, New Jersey: Erlbaum Gibbs, G (1981) Teaching Students To Learn, Milton Keynes: Open University Press Gibbs, G (1992) Improving the Quality of Student Learning, Bristol: Technical & Educational Services Ginnis, Paul (2002) The Teacher’s Toolkit, Carmarthen: Crown House Publishing Glass, G V and Smith, M L (1978) Meta-Analysis of Research on the Relationship of ClassSize and Achievement, San Francisco: Farwest Laboratory Good, T L., Grouws, D A and Ebmeir, D (1983) Active Mathematics Teaching, New York: Longman Gray, J et al (1999) Improving Schools: Performance and Potential, Buckingham: Open University Press Green, M (2002) Improving One-to-One Tutorials, London: LSDA Gunning, R (1968) The Techniques of Clear Writing, New York: McGraw-Hill Halpern, D F (1997) Critical Thinking Across the Curriculum: A Brief Edition of Thought and Knowledge, Mahwah, New Jersey: Lawrence Erlbaum Associates 369 Bibliography Halpern, D F (2002) Thinking Critically about Critical Thinking (4th edition, workbook), Mahwah, New Jersey: Lawrence Erlbaum Associates Hall, J (2005) ‘Neuroscience and education: a review of the contribution of brain science to teaching and learning’, Glasgow: SCRE Download from: www.scre.ac.uk/ resreport, and in summary form from: www.scre.ac.uk/spotlight/spotlight92.html Harris, J R (1995) ‘Where is the child’s environment? A group socialization theory of development’, Psychological Review, 102, 458–89 Hattie, J A., ‘Influences on student learning’ Download from Professor John Hattie’s staff home page: www.arts.auckland.ac.nz/staff/index.cfm?P=5049 Hattie, J, A (2003) ‘Teachers make a difference’ Download from: www.arts.auckland ac.nz/staff/index.cfm?P=8650 and follow the download links to ‘Influences on student learning’ Hattie, J., Biggs, J and Purdie, N (1996) Effects of learning skills interventions on student learning: a meta analysis’, Review of Educational Research, 66, 2: 99–136 Herrmann, N (whole-brain approach) See: www.leonardconsulting.com/Whole%20 Brain%20Learning2.htm Hillier, Y (2002) Reflective Teaching in Further and Adult Education, London: Continuum Hyerle, D (1996) Visual Tools for Constructing Knowledge, Alexandria, Virginia: ASCD Jones, B F., Pierce, J and Hunter, B (1988/9) ‘Teaching students to construct graphic representations’, Educational Leadership, 46, 4: 20–5 Kluger, A N and DeNisi, A (1996) ‘The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory’, Psychological Bulletin, 119: 254–89 Lai, P and Biggs, J B (1994) ‘Who benefits from mastery learning?’ Contemporary Educational Psychology, 19: 13–23 Lenz, B K et al (1992) ‘The effects of curriculum maps and guiding questions on the test performance of adolescents with learning disabilities’, Institute of Academic Access, Research report 11 Maynard, J and Martinez, P (2002) Pride or Prejudice? College Teachers’ Views on Course Performance, London: LDSA Martinez, P (1998) ‘9000 voices: student persistence and drop-out in further education’, LSDA Online Download from: www.isneducation.org.uk/pubs Martinez, P (2000a) ‘Raising achievement: a guide to successful strategies’, LSDA Online Download from: www.isneducation.org.uk/pubs Martinez, P (2000b) ‘Raising achievement: managing the learning pathway’, LSDA Online Download from: www.isneducation.org.uk/pubs Martinez, P (2000c) ‘Value added in vocational qualifications’, LSDA Online Download from: www.isneducation.org.uk/pubs Martinez, P (2001) ‘How colleges improve’, LSDA Online Download from: www isneducation.org.uk/pubs Martinez, P (2002) ‘Raising achievement at levels and 2’, LSDA Online Download from: www.isneducation.org.uk/pubs Marzano, R J (1998) A Theory-Based Meta-Analysis of Research on Instruction, Aurora, Colorado: Mid-Continent Research for Education and Learning Download from: www mcrel.org/topics/productDetail.asp?topicsID=6andproductID=83 Marzano, R., Pickering, D and Pollock, J (2001) Classroom Instruction That Works, Alexandria, Virginia: ASCD 370 Bibliography Maslow, A H (1970) Motivation and Personality (3rd edition), New York: Harper Collins Maslow, A (1971) The Farther Reaches of Human Nature, London: Penguin Arkana Maslow, A (1998) Maslow on Management, New York: John Wiley (first published as Eupsychian Management) Maynard, J and Martinez, P (2002) Pride or Prejudice? College Teachers’ Views on Course Performance, London: LDSA Mazur, E (1997) Peer Instruction: A User’s Manual, Upper Saddle River, New Jersey: Prentice Hall McGregor, D (1960) The Human Side of Enterprise, New York: McGraw-Hill Miall, H., Ramsbotham, O and Woodhouse, T (1999) Contemporary Conflict Resolution, Cambridge: Polity Press Download extracts from: www.polity.co.uk/ccr/contents Morgan, G (1986) Images of Organisation, London: Sage Moseley, D et al (2004) ‘Thinking skill frameworks for post-16 learners: an evaluation’ Download from: www.lsrc.ac.uk/publications Moseley, D et al (2005) Frameworks for Thinking: A Handbook for Teaching and Learning, Cambridge: Cambridge University Press Muijs, D and Reynolds, D (2000) ‘School effectiveness and teacher effectiveness in mathematics: some preliminary findings from the evaluation of the Mathematics Enhancement Programme (Primary)’, School Effectiveness and School Improvement, 11, 3, 273–303 Muijs, D and Reynolds, D (2001) Effective Teaching: Evidence and Practice, London: Paul Chapman O’Connell, B (ed.) (2002) The Runshaw Way: Values Drive Behaviour, Leyland: Runshaw College O’Connell, B (2005) Creating an Outstanding College, Nelson Thornes: Cheltenham OECD (2002) Understanding the Brain: Towards a New Learning Science, Paris: OECD See www.sourceoecd.org Palinscar, A S and Brown, A L (1984) ‘Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities’, Cognition and Instruction, 2, 117–75 Rosenshine, B V and Meister, C (1993) ‘Reciprocal teaching: a review of 19 experimental studies’, Technical Report No 574 (See ‘References and further reading’, Chapter 14.) Petty, G (1997) How to Be Better at Creativity, London: Kogan Page See also www greenfields.u-net.com Petty, G (2004) Teaching Today: A Practical Guide (3rd edition), Cheltenham: Nelson Thornes See also www.geoffpetty.com Pinker, S (1997) How the Mind Works, London: Penguin Pinker, S (2004) ‘Why nature and nurture won’t go away’, Daedalus, 133, 4: 5–17 Pintrich, P R (2000) ‘The role of goal orientation in self-regulated learning’, in M Boekaerts, P R Pintrich and M Zeidner (eds), Handbook of Self-Regulation, London: Academic Press Pollard, A (2002) Reflective Teaching, London: Continuum Powell, R (1997) Active Whole-Class Teaching, Stafford: Robert Powell QCA (2001) ‘Assessment for learning: using assessment to raise achievement in mathematics: a research report’ Download from: www.qca.org.uk/6311.html Ramsden, P (1992) Learning and Teaching in Higher Education, London: Routledge Rawls, J (1999) A Theory of Justice (revised edition; first published 1971), Oxford: Oxford University Press 371 Bibliography Reynolds, D and Farrell, S (1996) Worlds Apart? A Review of International Studies of Educational Achievement Involving England, London: HMSO Roger, T and Johnson, D W (1994) ‘An overview of cooperative learning’ Download from: www.co-operation.org/pages/overviewpaper.html Rosenshine, B V and Meister, C (1993) ‘Reciprocal teaching: a review of 19 experimental studies’, Technical Report No 574 (See ‘References and further reading’, Chapter 14.) Rowe, M B (1986) ‘Wait time: slowing down may be a way of speeding up’, Journal of Teacher Education, 37, 1: 43–50 Sadler, R (1989) ‘Formative assessment and the design of instructional systems’, Instructional Science, 18, 119–44 Savinainen, A (2001) ‘An evaluation of interactive teaching methods in mechanics: using the force concept inventory to monitor student learning’ Download from: www.kotisivu.mtv3 fi/physics/downloads.html This paper deals with ‘peer instruction’ or peer checking Schön, D (1983) The Reflective Practitioner, San Francisco: Jossey-Bass Sharron, H and Coulter, M (1996) Changing Children’s Minds: Feuerstein’s Revolution in the Teaching of Intelligence, Birmingham: Imaginative Minds Shayer, M and Adey, P (2002) Learning Intelligence Cognitive Acceleration Across the Curriculum from to 15 Years, Buckingham: Open University Press Swann, M and Green, M (2002) ‘Learning mathematics through discussion and reflection’ (CD-ROM, video and print materials), London: LDSA Torrance, H and Pryor, J (1998) Investigating Formative Assessment: Teaching, Learning and Assessment in the Classroom, Buckingham: Open University Press Vygotsky, L S (1962) Thought and Language, Cambridge, Massachusetts: MIT Press Westwood, P (2003) Common Sense Methods for Children with Special Educational Needs: Strategies for the Regular Classroom (4th edition), London: RoutledgeFalmer Some links worth exploring www.arg.educ.cam.ac.uk: the Assessment Reform Group website www.ascd.org: US organisation that is very evidence based www.clcrc.com: useful for cooperative learning www.ericdigests.org/pre-922/role.htm: gives an interesting account of the importance of review in teaching www.geoffpetty.com: website linked to this book and many downloads, including Chapter 26 on evidence-based approaches to classroom management and discipline www.intermep.org: whole-class interactive teaching in maths www.loopcards.net: ‘decisions, decisions’ being used in mathematics www.mapthemind.com/research/research.html: research on thinking maps www.mindgenius.com: software that enables you to create mind-maps www.mind-map.com: Tony Buzan’s website www.openphoto.net and pics.tech4learning.com: copyright ‘friendly’ or free photographs and images www.qca.org.uk/7659.html: Assessment for Learning on the QCA website www.tech-head.com/fog.htm: for the FOG index www.thinkingmaps.com: website for thinkingmaps Inc in the US 372 Index ability effect sizes and 72–3 learned not inherited 287–90 and learning 89, 287 academic controversy method 149–50 achievement enhancement 62, 295 good teachers and 63, 285 seven principles 166–70 see also effect sizes action plans and planning 363, 364 action research 319–20 active learning active schemes of work 359, 360 effective management of 227–31 on learning flow diagram 237–9 student activity 234–6 teaching without talking 209–26 active teaching see whole-class interactive teaching activities see tasks advance organisers 197–200, 281 algorithms 309, 330, 333 Allinson and Hayes’ learning-style system 34 analogies 131–2 analysis 34, 238 atomistic and holistic 117, 127–8, 327–9 methods to help students analyse 329–30 teaching 330–2 answers classifying task 139 model 255–6, 261, 264–5 self-assessment using 265 see also questions and questioning ‘apply’ phase 28 active versus passive methods 234–6 aim of 237 devising tasks 239–45 tasks for 237–9 assertive questioning 107, 109, 177, 180, 182 assessment criteria 92, 93, 99 finding faults and fix methods 270–4 ground rules for 246–7 peer assessment 91, 94, 259–63, 283 proformas 99, 100, 261–2 self-assessment 91, 263–70 spoof 93, 94, 256–9 student involvement 254–6 see also feedback atomistic analysis 19, 129, 327–9, 330 atomistic mind maps 117, 121, 129 attainment feedback and 96 students of low 3, 113, 236 students’ prior 63, 361 attribution and motivation 45–50, 275, 357 training 295 Ayres, P et al study of expert teachers 314–15 backwards design of work schemes 308 backwards test 272 behaviourism 104 belongingness 51, 52, 144 best practice 311–17 Biggs, John SOLO taxonomy 17–21, 22 Black, P.J and Wiliam, O review of feedback 85, 87, 96–7 Bloom’s taxonomy 14, 286 brain how the brain learns 8–13, 133 and learning styles 30–3 brainstorms, class 212–13 ‘bridging’ 82 to clarify goals 94 to teach skills 281, 298–302 bubble diagrams 117 Butler, R 94–5 Buzan, Tony 117 buzz groups 176, 180 cards, learning game 136–41, 221 case studies 28 cause-and-effect diagrams 123 challenges and motivation 146, 204 checker role for students 229 chunking 23, 25, 169 class demonstration 188–9 class size and achievement 69 ‘clickers’ 192 Coffield, Frank et al research into learning styles 30–1 ‘cognitive acceleration’ programmes 288, 298 cognitive conflict 184, 275 cognitive dissonance 204 cognitive system 73, 75, 76, 78 cognitivism see constructivism colleges 63, 317, 361 ‘compare and contrast’ activities 119–20, 127, 139 comparison tables 126–7, 303–4 comprehension 154 reciprocal teaching and 154–63 computer-aided instruction 113 concept maps 117, 274 concepts compare and contrast 119–20, 139 373 Index development 10, 12, 117–18 new 331–2 relationships between 15–17, 168 conflict of interest academic controversy teaching method 149–50 ethics and 347–8 four ways to look at 349–52, 353 model of evaluation 336–41 within the curriculum 352–4 ‘consequences’ cards 221 constructivism and feedback 89, 168 and learners 103, 104 misconceptions and 29 and orientation 195 teaching methods and 27–30, 103–4, 167 and teaching of skills 296–303 constructs 10, 15–16, 25, 168, 237 content structuring knowledge 25, 170, 235 and teaching of skills 285–7, 304–7 continua 120–1 cooperative learning 143–5 academic controversy 149–50 characteristics of 151 jigsaw 145–9 learning together 150–1 research on 151–2 using resource material 217 corrections 270 course management 360–7 creativity 332 creative process models 332–5 mountain-climbing model and 128, 335–6 critical thinking see evaluation culture asset in common 351 management 357, 363, 365–6 for self-correcting classroom 183–5 curiosity 211 curriculum and purpose of education 352–4 rational 325–54 curriculum maps 200 374 decision trees 123–4 ‘decisions, decisions’ 136–41, 221 declarative memory 12 deep learning 15, 17, 29, 79, 167 demonstration 185–9, 230–1 description tables 126 dialogue students and 160–2, 162 see also feedback; interactivity direct instruction 103 double-decker approach 304–6 draft work, correcting 270 drama 242 Dweck, Carol 45 questionnaire 49 theory of motivation 45–8, 357 Dworkin, Ronald 352 earnings and value of learning 42–4 effect sizes 71 effect size studies 53–7 general principles from studies 82–3 Hattie’s table of 60–9 Marzano’s theory-based meta-analysis 71–80 syntheses of studies 57–9 empathy 213 ends and means comparisons 344–5 episodic memory 12 epistemology 24–5, 30 Ericsson, K Anders 288–9 essay planning, visual 127, 128, 129, 130–1 esteem needs 51, 52 ethics 347–8 see also conflict of interest evaluation 336–7 conflict of interest 341–52 fitness for purpose 339–40 mountain model of 130, 340–1 using general criteria 338–9 using specific criteria 337–8 evidence-based practice 2–4, management strategies 355–67 PAR model 170–4 principles of seven principles for 166–70, 322–4 sources of evidence examinations 236, 314–15 excellence, research review on 288–90 exemplars demonstration by 231 goals by 203–4 peer-explaining 252–3 and self-assessment 266, 268 students working with 93, 221–2, 283 expectancy-value theory of motivation 41–4 experiments and ‘apply’ phase 28 by teachers 319–20, 359–60 see also research expert teachers 311–15 expert witness technique 214–15 experts, learning methods of 21–6 explaining tasks 250, 251, 252–4 explicit instructions 103 extended abstract 19, 22 ‘failure of intent’ 92 fair test 348 faults, find and fix methods of assessment 270–4 feedback assertive questioning and 109 common versus best practice 87–9 constructs and 27 effect sizes and 62, 64, 69, 87 expert teachers and 313–14 importance of 85–7, 274–5 medals, missions and goals 90–7, 168 methods for demonstrating skills 252–4 methods for ‘present’ phase 228, 231–2, 248–51 Index and orientation phase 206 reciprocal teaching 158, 159 review methods 283–4 strategies 98–9 student involvement 254–74 on teaching 322 through interactive dialogue 175–93 when to use 246–8 Feuerstein’s instrumental enrichment 288, 298 flow diagrams 123–4, 133 FOG index 216 forgetting 277, 279 formative assessment see feedback further education 317 games see learning games glossary sheets 281 goals challenging 62, 167, 204, 312 feedback and 90–7, 168, 274–5 learning loops 99, 101 mountain-climbing model and 128, 335–6, 340–1 and ‘present’ phase 207, 209 self-assessment against 265–6, 267, 268 setting during orientation 201–6 values as 342 grades and grading 95, 98–9 graphic organisers 115 as advance organisers 197, 198–200 evaluation frames 338, 339–40 and learning games 137, 141 and note-making 280, 281 students creating 220, 273–4 and tasks 241–2 types of 116–32 using in the classroom 134 why they work 133 writing and thinking assistance 303–4 ground rules 99, 183–4 grouping games 137–9 groupwork cooperative learning 143–52 and feedback 99 goals 205 peer assessment 260–1 and ‘present’ phase 212–14 see also pairwork guild knowledge 94 Hattie, John 60 criticisms of approach 57–9 research into teaching excellence 311–14 table of effect sizes 57, 60–9 Hawthorne effect 72 headings activity 219 Herrmann’s whole-brain learning model 32–3, 34–6, 133 heuristic approach 309, 330, 334–5 hierarchy of needs, Maslow’s 50–2, 144, 352 highlighting 133 hippocampus 12 holist learners 31 holistic analysis 19, 127–8, 129, 148–9, 328–9, 330 homework 282–3, 284 how does it work? activity 218 human interaction outlines 124–5 humanitarian learning style 32, 33 hypotheses, testing 20, 240 ‘icedip’ 334–5 independent learning assignments 223–4 individualised instruction 113 information gathering 292, 326–7 innovations 62, 359–60 innovator learning style 32, 33 intelligence 287 intent, failure of 92 interactivity 103 feedback through interactive dialogue 175–93 reciprocal teaching 155–63 whole-class interactive teaching 103–14 intuition 34 IQ, fixed 45–6, 47–8, 49 jigsaw 145–9, 163 journals, reflective 267 key points activity 218 kinaesthetic representations 132 Kipling tables 126 knowledge expert teachers and 313 means to an end 287 nature of 29–30 structure of 24–5, 25–6, 168, 235, 306–7 Kolb’s learning cycle 320–1 language mentalese 8–10, 10–11, 12, 133 leader role for students 230 leadership 359 learners 27, 352–4 see also students learning and ability 287 deep and surface 17, 29, 79, 167, 235 experts’ methods of 21–6 Kolb’s cycle of 320–1 process of 8–13, 86 quality of 17–21 reasoning and 13–17 value to learner 41–4, 166 learning difficulties, students with 236, 288 learning flow diagram 237 learning games 136–41, 221 learning loops 99, 101 learning organisations 358 management strategies 355–67 learning styles 30–1 Allinson and Hayes’ system 34 Herrmann’s whole brain model 32–3 left brain, right brain 31, 36–7, 133 using 34–8 learning teams 254 375 Index learning together method 150–1 left-brain learning 31, 32, 37 legal rights 351, 353 management strategies 355–6 active schemes of work 359 course management 360–7 effective meetings 356–7 learning organisations 358 supported experiments 359–60 manipulatives 136–41 marketplace method 225–6 Martinez, Paul research review of course management 360–1 Marzano, Robert 57 criticisms of approach 57–9 effect sizes for improving knowledge 71–80 summary on teaching skills 309–10 Maslow’s hierarchy of needs 50–1, 144, 352 mastery tests 271 matching card games 136 Mathematics Enhancement Programme 189 matrices 119, 125–7 medal and mission feedback 90–1, 96, 168 mediation and patterns 23 meetings, effective 356–7 memory 11–12, 23, 25, 277 mentalese 8–10, 10–11, 12, 133 meta-cognitive system 73, 75, 76, 78 meta-studies see research reviews metacognition 275 metaphors 131 mind maps 117, 120, 127–8, 129, 273–4 mini-whiteboards 190–2 misconceptions 12–13, 183 model answers 255–6, 261, 264–5 modelling 112, 230–1 models, making 125 moral rights 351–2, 353 Moseley, David et al 326 motivation challenges and 146, 204 Dweck’s theory of 45–50 expectancy-value theory 41–4 goals and 167, 202 Maslow’s hierarchy of needs 50–2 teachers and 73 mountain-climbing game 272–3 mountain-climbing model 128–30, 335–6, 340–1 multiculturalism 143–4 navigators and pilots 254 needs, Maslow’s hierarchy of 50–2, 144, 352 new material see ‘present’ phase notes comparing 273, 283–4 making 278, 279–81, 282 O’Connell, Sir Bernard 355, 365 one-minute papers 250–1 one-minute summaries 251 376 open reasoning tasks 237 opinion stools 130, 346 organiser learning style 32, 33 orientation feedback methods for 206 methods for 195–201 preparing for learning 194–5 purposes of methods for 195 setting goals 201–6 vital first five minutes 206 pairwork and assessment 258–9, 262, 265 checking 177, 180 ‘decisions, decisions’ activity 221 with exemplars 221–2 explaining 205, 214, 219, 250, 252–4 and feedback 99 question 222 teaching 222, 248–9 Palincsar, A.S & Brown, A.L 154 PAR model 170–2 ‘apply’ phase 234–45 feedback 175–93, 246–75 ‘orientation’ phase 194–206 ‘present’ phase 207–32 ‘review’ phase 277–84 using 172–4 parable approach 198 participation maximising 227–31 rates 167, 178 patterns, recognising 21, 23 peers assessment by 94, 246–7, 259–63, 269, 283 explaining 145, 162, 186, 219, 250, 252–4, 263 helping 270–1 presenting to 243 socialisation and 183 tutoring 222, 248–9 see also groupwork; pairwork permanent memory 11–12, 23, 277 pictures, students explaining using 191–2 pilots and navigators 254 plot flow diagrams 123 pluralism 342–4 potential, untapped 45–6, 47–8, 49 practical activities, reviews of 281 practice and ability 287, 287–91 giving time for 98 skills learning by corrected 290–1 ‘present’ phase 27–8, 207–8 feedback 231–2, 248–51 improving conventional methods 208–9 teaching without talking 209–31 presentation, student 221, 243, 245 principles of evidence-based practice seven teaching principles 166–70, 322–4 subject principles 19, 23–4, 313 principles diagrams 121–2 Index principles sheets 281, 308 problem solving creative process models 332–5 goals and 204 mountain-climbing model 129, 335–6 procedural memory 12 productive thinking 238, 332–6 programmed instruction 113 progress, representing graphically 98 questioner role for students 230 questions and questioning and assessment 271–2, 272–3 question typing tasks 138–9 in reciprocal teaching 156, 157–8 relevant recall 15, 196–7 and resource material 217–18, 222–3 and setting goals 202–3 strategies 107, 109, 175–80, 182 teaching by asking 211–13, 217 ranking games 139–40, 141 Rawls, John 347–8 reading comprehension 154 reciprocal teaching and 154–63 reading reviews 281, 282 reasoning diagrams 123 reasoning tasks 14–17, 25, 237–8, 286 recall forgetting 277, 279 of relevant learning 15, 196–7 visual representation and 133 reciprocal teaching 154–5 how to make use of 163 process 155–62 success of 162–3 reflection reflective journals 267 reflective practice 320–1 see also evaluation relational responses 19, 21, 22 relevant recall questions 15, 196–7 repetition 23, 169, 277, 278 representation, multiple modes of 37–8, 169, 331 reproduction tasks 13, 17, 236, 237, 238, 286 research action research 319–20 effect size studies 53–7 on expert teachers 311–15 on schools 315–17 research reviews 3, 56–7 on cooperative learning 151–2 effect sizes 57–9, 60–9, 71–80 on excellence 288–90 on study skills 293–6 resources, using 209–10, 215–26 respect and disrespect 144 ‘review’ phase 277–9 feedback 283–4 homework 282–4 notemaking 279–81 right-brain learning 31, 32, 36–7, 133 rights, legal and moral 351–2, 353 role models 44, 50 role play 242 Sadler, R 90 schools and achievement 63, 361 research on effectiveness and improvement 315–17 scribe role for students 229 self-actualisation 50–1, 352, 366 self-assessment 91, 246–7, 255, 261–2, 264–70 self-correcting classroom achieving 181–2 class demonstration 188–9 culture 183–5 mini-whiteboards 190–3 questioning strategies 175–80 student demonstration 185–8 self-esteem 51, 52 self-interest 348, 349, 353 self-system 73, 75, 76, 78 semantic maps 117 semantic memory 12 sequencing games 139–40 serialist learners 31 silent demonstration 231 similarities and differences, representing 119–20, 139 skills 169, 325–6 analysis 327–30 assessment proformas and learning 307 backwards design 308 constructivist approach 296–303 content and 285–7, 304–6, 306–7 demonstrating 230–1, 252–4 evaluation 336–52 graphic organisers and 303–4 information gathering 326–7 learned by corrected practice 290–1 learned not inherited 287–90 Marzano’s summary on teaching of 309–10 principles sheets 308 productive thinking 332–6 research reviews 293–6 reviewing 281 that should be taught 291–3, 294 skim reading 198 snowballing and assessment 258, 260–1 and learning skills 297–8 in ‘present’ phase 213–14, 217, 233 in ‘review’ phase 280–1 SOLO taxonomy 17–21, 22, 329 sorting games 137 ‘spectacles’ 18, 126, 128, 148, 224–5, 328–9 spectra 120–1 speed learning 192 spider diagrams 117 spoof assessment 93, 94, 255, 256–9 standard deviation 55, 61 Standards Unit ICT project 37–8 storyboards 122 377 Index strategies feedback 98–9 management 355–67 see also effect sizes: ‘target’ icons in the margins of the book structural aids 295 students demonstration by 185–8 developing beliefs and values 183 and feedback 25, 64, 69, 91, 274–5 and goals 92, 205 involvement in assessment 254–74 of low attainment 113, 236 motivation 41–6, 167 needs 3, 25 presentation by 221, 243, 245 purpose of education and 352–4 and questioning 176, 178 recruitment of 361 roles for 229–30 working alone 112–13 study buddies 254 study skills see skills subject principles 19, 23–5, 313 ‘summary’ cards 221 supported experiments 359–60 surface learning 17, 29, 79 SWOT analysis 338–9 tables 119–20, 125–7, 303–4 target diagrams 117 targets see goals tasks and ‘apply’ phase 234–6, 237–45 examples of completed 93, 93–4 reasoning 14–17, 25, 167, 237–8, 240, 286 reproduction 13, 17, 236, 237, 238, 286 teaching without talking 209, 227–8 to create deep learning 17 teacher role for students 229 teachers and achievement 63, 64 demonstration by 27–8, 231 evaluating methods 322–4 experimenting 319–20, 359–60 and feedback 85, 178–9, 322 and motivation 73 reflective practice 320–1 research on expert 311–15 research into effectiveness 103 theory in use 321 values 365–6 Teaching Strategy Manuals 210 teaching without talking as homework 283 implementation 226–31 methods 145–51, 208, 209–26 and skills teaching 304–5 teaching analysis by 332 378 testing 87, 267–8, 271, 272 text interrogating 218 ‘reading age’ of 216 sequencing 140 text boxes and learning games 136–41 theorist learning style 32, 33 theory in use 321 thinking skills see skills thinking time 179 thought experiment 213 three-legged stool 130, 170, 346 time ranking by 139–40 representing changes with 122–4 timelines 122, 123 transformation activities 219, 220 tree diagrams 117 twin studies 287–8 underlining 133 unit organisers 200–1 utilitarianism 349–51, 353 value of learning 41–4, 166 values conflicts over 342–4 culture management and 363, 365–6 as goals 342 Venn diagrams 117–19, 120, 121, 137 vicious and virtuous circles 346, 365 video models, self assessment using 266 visual representations 115 goals that require 204 and note-making 280 students creating 220 types of 116–32 using in the classroom 134 why they work 133 vocabulary chief role for students 230 vocabulary, teaching 79 webs 117 Westwood, Peter 113 whiteboards, mini 190–2 whole brain learning model 32–3, 34–6, 133 whole-class interactive teaching 103–6 active teaching model 106, 108 active versus passive methods 234–6 assertive questioning 107, 109 developing use of 114 and students of low attainment 113 versus students working alone 112–13 when appropriate to use 109–11 why methods work 111–12 see also self-correcting classroom; teaching without talking win-win model of conflict 345–6 working memory 25 workshop reviews 266–7 Second Edition Teaching is about to embark on a revolution Half a million experiments in real classrooms have uncovered the teaching methods that work best In the same clear, accessible and inspiring style that has made him the first choice for teachers and trainees, Geoff Petty, best-selling author of Teaching Today, examines how over 50 of these top teaching methods can: # each raise pass rates by 20–30% # be creative, challenging and greatly enjoyed by students # require the learner to more in class … and the teacher less! # equip students for progression, by ‘teaching intelligence’ Petty shows how teachers can lead the evidence-based revolution, doing so at their own pace, and through reflecting on what works best in their own classrooms If you only buy one book about teaching – get this one Petty has deep insight into the way children learn and has distilled key ideas and general principles Mike Bell Science teacher Hinchingbrooke School Huntingdon Inspiring and insightful It condenses a wealth of useful information John O’Reilly Lecturer in Education University of Limerick A book you will want to open! Whatever subject you are teaching, it provokes you to think about your practice and how you can develop it A readable text that is a must for trainees and practising teachers Nikki Sowe Programme Manager Teacher Education Carshalton College $ ) ... likes anecdotes, illustration and analogy that show the whole in context 31 What is evidence- based teaching? Imagine a serialist and a holist were each making a bedside table from an Ikea flat-pack... best guess so far Medical and agricultural practice changes as new evidence becomes available; education should be the same What is evidence- based teaching? Contradictions and agreement between... making immediate judgements based on feeling and the adoption of a global perspective Analysis: This is a left-brain approach, making judgements based on mental reasoning and a focus on detail