Anita Woolfolk Hoy

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Conceptualizing Excellence in Teaching

• Anita Woolfolk Hoy
• The Ohio State University
• Hoy.17_at_osu.edu
• www.waynekhoy.com

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Overview

• Pre-Service Teachers in Taiwan
• Excellent TeachingStudent Learning
• Research and models
• Junior High Engagement, Motivation
• High School Adaptive Teaching

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Pre-Service Teachers

• Wang, H. H. (2012). Adaptive and motivated
  Psychological qualities of college students in
  teacher education programs in Taiwan. British
  Educational Research Journal, 38, 655675.

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• 2005 IHEDS National survey 2349 pre-service
  teachers, 2349 not
• Self-report, 35-item Likert scale I am good at
  persuading others. I feel confident. I am
  lonely and isolated. I do not cut class.
• Results Pre-service teachers
• Better oral communication and interpersonal
  skills
• More open to diverse values and opinions
• Higher levels of self-esteem
• Lower levels of social isolation and depression
• More committed to academic work and future career
• Ready to become excellent teachers. What does
  that mean?

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Excellent Teaching

• Early Research
• Rice (1897) Teaching spelling
• Barak Rosenshine and Norma Furst (1973)
• Teacher Knowledge Content and (today)
  Pedagogical Content Knowledge (learning)
• Teacher Clarity and Organization (learning)
• Teacher Warmth and Enthusiasm (liking, engagement)

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Excellent Teaching Current

• Models and Conceptualizations
• Social-Relational
• Academic Optimism
• Robert Pianta and the CLASS model
• Instructional
• Charlotte Danielsons Framework for Teaching
• TeacherWorks 19 High-Leverage Practices
• Understanding by Design (Wiggins Tighe)

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Importance of Relationships

• Interactions with adults are the scaffold for
  school success in
• Self-regulation, emotional self-control, task
  orientation, persistence, motivation, engagement
• Cognitive outcomes, language, academic knowledge
• Instruction is, in part, a social process
• Interactions with teachers are a (not only)
  medium
• Excellent teaching is embedded in relationships
  and interactions
• Interactions operate across all content

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• Two Examples of the Importance of Relationships
• Longitudinal studies Research by Robert Pianta
  and Colleagues
• Quality of the teacherstudent relationship in
  kindergarten predicted academic and behavioral
  outcomes through the 8th grade (Hamre Pianta
  2001)
• Higher-level (not just basic skills) instruction
  and positive relationships with teachers ?
  increased math achievement for lower achievers
  (Crosnoe et al., 2010).

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Academic Optimism

• Hoy, W. K. (2012). School characteristics that
  make a difference for the achievement of all
  students A 40-year academic odyssey. Journal of
  Educational Administration, 50, 76-97.
• Relational variables?

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CLASS Classroom Assessment Scoring System

• Dimensions of Successful Classrooms
• Remember--Interactions with adults are the
  scaffold for school success. Those interactions
  create
• Emotional support
• Instructional support
• Classroom organization

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Climate Dimension Components Definitions and Examples
Emotional Support Positive Climate Warmth, mutual respect, positive emotional connections between teacher and students
  Negative Climate (negative predictor of learning) Disrespect, anger, hostility
  Teacher Sensitivity Consistency and effectiveness in responding to students academic and emotional needs
  Regard for Students Perspectives Activities encourage student autonomy and emphasize students interests, motivations, and points of view
Instructional Support Concept Development Activities and discussion promote higher-order thinking skills and cognition
  Quality of Feedback Consistency in providing specific, process-oriented feedback and back-and-forth exchanges to extend students learning
Classroom Organization Behavior Management Teachers effectiveness in monitoring, preventing, and redirecting misbehavior
  Productivity How consistently learning is maximized with clear activities and routines, teacher preparation, efficient transitions, and minimal disruptions
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• http//curry.virginia.edu/research/centers/castl/c
  lass
• http//www.teachstone.com
• See also Brown, J. L., Jones, S. M., LaRusso, M.
  D., Aber, J. L. (2010). Improving classroom
  quality Teacher influences and experimental
  impacts of the 4Rs Program. Journal of
  Educational Psychology, 102, 153167.

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InstructionalFramework for TeachingCharlotte
Danielson (2013)

• identifies those aspects of a teachers
  responsibilities that have been documented
  through empirical studies and theoretical
  research as promoting improved student learning.
  While the Framework is not the only possible
  description of practice, these responsibilities
  seek to define what teachers should know and be
  able to do in the exercise of their profession
  (p. 3)

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• Divides the complex task of teaching into the 22
  components below, clustered into 4 domains of
  teaching responsibility Planning and Preparing
• Classroom Environment
• Instruction
• Professional Responsibilities
• www.danielsongroup.org/article.aspx?pageframework
  forteaching

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Teacher Works

• National US project based at the University of
  Michigan
• With teachers, identified a set of best bets,
  warranted by research evidence, wisdom of
  practice, and logic.
• Specific ? can be taught and observed
• www.teachingworks.org/work-of-teaching/high-levera
  ge-practices

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• TeacherWorks
• 19 High-Leverage Teaching Practices
• 1. Making content (e.g., specific texts,
  problems, ideas, theories, processes) explicit
  through explanation, modelling, representations,
  and examples
• 2. Leading a whole-class discussion
• 3. Eliciting and interpreting individual
  students thinking
• 4. Establishing norms and routines for classroom
  discourse and work that are central to the
  subject-matter domain
• 5. Recognizing particular common patterns of
  student thinking and development in a
  subject-matter domain
• 6. Identifying and implementing an instructional
  response or strategy in response to common
  patterns of student thinking
• 7. Teaching a lesson or segment of instruction
• 8. Implementing organizational routines,
  procedures, and strategies to support a learning
  environment

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• 9. Setting up and managing small group work
• 10. Engaging in strategic relationship-building
  conversations with student
• 11. Setting long- and short-term learning goals
  for students referenced to external benchmarks
• 12. Appraising, choosing, and modifying tasks and
  texts for a specific learning goal
• 13. Designing a sequence of lessons toward a
  specific learning goal
• 14. Selecting and using particular methods to
  check understanding and monitor student learning
  during and across lessons
• 15. Composing, selecting, and interpreting and
  using information from quizzes, tests, and other
  methods of summative assessment
• 16. Providing oral and written feedback to
  students on their work
• 17. Communicating about a student with a parent
  or guardian
• 18. Analyzing instruction for the purpose of
  improving it
• 19. Communicating with other professionals

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Thinking about Planning

• Understanding by Design
• Wiggins and Tighe (2006)
• Avoids the twin sins of planning
• Backwards design?
• from big ideas and essential questions
• to evidence of understanding
• to teaching plan

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Junior High

• 1. How do teachers design learning environments
  and lessons to capture and hold student interest
  and encourage cognitive investment?
• 2. How do teachers help students become more
  self-regulating?
• Relationships Roorda, D. L., Koomen, H. M. Y.,
  Spilt, J. L., Oort, F. J. (2011).
• What else? What can teachers do?

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On TARGETT for Learning

• Task motivation
• Autonomy
• Rewards
• Grouping
• Evaluation feedback
• Time for learning
• Teacher expectations

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Tasks for Learning

• Task value
• Attainment value tied to needs/identity
• Intrinsic or interest value
• Utility value/reach goals--gt future
• Authentic tasks
• Problem-based learning
• Task operations
• risk ambiguity

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Doyles Task Operations
RISK
High
Low
Opinion
Comprehension
High
AMBIGUITY
Simple memory or simple routine
Difficult memory or difficult routine
Low
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Supporting Autonomy

• Student choices
• Bounded choices
• Student choice on feedback

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Recognizing Accomplishments

• Authentic praise, specific and justified
• Personal improvement
• Cautions for use of rewards!

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Grouping

• Goal structures
• Individualistic
• Competitive
• Cooperative
• Jigsaw
• Inquiry
• Numbered Heads
• Think/Pair/Share

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Evaluation Time

• Effects of evaluation
• Emphasize learning, not grades
• Self-evaluation
• Rationales and Rubrics
• Effects of time pressure
• Time for engagement
• Time pressure on tests

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Teacher Expectations

• Self-fulfilling prophecy
• Sustaining expectation effect
• Sources of expectations
• Tests
• Family
• Reputations
• Who is affected and when?

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Teacher Behaviors and Student Reactions

• Instructional strategies Grouping, pacing,
  difficulty level
• Teacher-student interaction differences
• Quality and quantity of questions
• Amount of time to answer
• Number of teacher interruptions
• Nonverbal behaviors

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Strategies to Encourage Motivation and Thoughtful
Learning
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Necessary Classroom Conditions

• Organized classroom
• Free from interruptions
• Safe-to-fail environment
• Challenging but reasonable work
• Authentic, worthwhile tasks

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Critical Student Questions

• Can I do it?
• Do I want to do it?
• What do I need to do to succeed?
• Do I belong in this class?

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1. Can I do it? Building Confidence Positive
Expectations

• Match tasks to student ability level
• Move in small steps
• Clear, specific, attainable learning goals
• Stress self-comparison
• Communicate that academic ability can be improved
• Model good problem solving

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2. Do I want to? Seeing the Value of Learning

• Older students utility value, attainment value
• Younger students intrinsic/interest value
• Intrinsic value
• Tie class activities to student interests
• Arouse curiosity
• Make learning fun (if possible)
• Use novelty and familiarity

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Seeing the UtilityValue of Learning

• Explain connections
• Provide incentives and rewards if needed
• Authentic tasks
• Ill-structured
• Real world problems

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3. Staying Focused on the Task

• Frequent assessments and opportunities to respond
• Have students create finished products
• Avoid heavy emphasis on grades and competition
• Reduce task risk without oversimplifying the task
• Model motivation to learn
• Teach particular learning tactics

4. Do I Belong? Relationships
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Beginning Teachers Motivation Strategies
Newby, J. T. (1991). Classroom motivation
Strategies of first year teachers. Journal of
Educational Psychology, 83, 195-200.
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Resources

• http//p20motivationlab.org

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High School Adapting Instruction

• Remember Relationships
• Remember Motivation
• Differentiated Instruction
• Flexible Grouping
• Joplin Plan
• Adaptive Teaching
• Matching support to student abilities and needs

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Relationships and MotivationMentoring
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Ideas for Mentoring

• Take advantage of technology.
• Establish email pals for students, with retired
  adults or successful former students as their
  mentors.
• Download resources from NWRELs National
  Mentoring Center, especially their school-based
  mentoring and tutoring materials
  (http//educationnorthwest.org/resource/360 .
• Let students know you believe in them.
• Set standards high and give critical feedback,
  but also provide support and encouragement.
• Showcase accomplishments of former students.
• Take the time to establish and maintain
  relationships.
• Dont expect trust right away you may have to
  earn it.
• Spend some time with students outside
  academicsbefore or after school, as part of
  clubs or extracurricular activities. Have some
  fun together. Find common interests.
• If you set up a more formal mentoring system, be
  sure participants are trained and monitored.
• Use materials from national mentor groups for
  training, for example, Elements of Effective
  Practice from MENTOR/National Mentoring
  Partnership http//www.mentoring.org/start_a_progr
  am/planning_and_design/.
• Have regular times to provide training and to
  deal with problems that may arise.

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Flexible Grouping

• Form and re-form groups based on accurate
  diagnosis of students current performance in the
  subject being taught. Groupings can be across
  grades (Joplin Plan)
• Make sure different groups get appropriately
  different instruction, not just the same
  material. Make sure teachers, methods, and pace
  are adjusted to fit the groups needs.
• Vary more than pace fit teaching to students
  interests and knowledge.
• Assign all groups research reports, but have some
  be written, and others oral or PowerPoint
  presentations.
• Organize and teach groups so that low-achieving
  students get appropriate extra instructionnot
  just the same material again. Make lower
  achieving groups smaller so students get extra
  attention.
• Make sure all work is meaningful and
  respectfulno worksheets for lower ability groups
  while the higher ability groups do experiments
  and projects.
• Discourage comparisons between groups and
  encourage a whole-class spirit.
• Keep the number of groups small (two or three at
  most) so that you can provide as much direct
  teaching as possibleleaving students alone for
  too long leads to less learning.
• http//www.eduplace.com/science/profdev/articles/v
  alentino.html

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• Bringing it All Together
• Lee, J., Shute, V. J. (2010). Personal and
  social-contextual factors in K12 academic
  performance An integrative perspective on
  student learning, Educational Psychologist, 45,
  185202.
• Synthesis of 150 studies
• Showing moderate to strong effect sizes linking
  personal/social factors to achievement.
• 4 factors
• Student engagement
• Learning strategies
• School climate
• Social-Family factors

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Student Personal Factors
Student Engagement  Examples
Students Behavior Make sure students attend classes, follow rules, participate in school activities.
Students Minds and Motivations Design challenging tasks, tap intrinsic motivation, support student investment in learning, nurture student self-efficacy and other positive academic beliefs.
Students Emotions Connect to student interest, pique curiosity, foster a sense of belonging and class connections, diminish anxiety, and increase enjoyment in learning.
Learning Strategies  Examples
Cognitive Strategies Directly teach knowledge and skills that support student learning and deep processing of valuable information (e.g., summarizing, inferring, applying, and reasoning).
Metacognitive Strategies Directly teach students to monitor, regulate, and evaluate their own cognitive processes, strengths, and weaknesses as learners teach them about when, where, why, and how to use specific strategies.
Behavioral Strategies Directly teach students strategies and tactics for managing, monitoring, and evaluating their action, motivation, affect, and environment, such as skills in time management, test taking, help-seeking, note-taking, homework management
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Social-Contextual Factors
School Climate Examples
Academic Emphasis Set high expectations for your students and encourage the whole school to do the same emphasize positive relations with the school community.
Teacher Variables If possible, teach in a school with the positive qualities of collective efficacy, teacher empowerment, sense of affiliation.
Principal Leadership If possible, teach in a school with the positive qualities of collegiality, high morale, and clearly conveyed goals.
Social-Familial Influences  Examples
Parental Involvement Support parents in supporting their childrens learning.
Peer Influences Create class and school norms that honor achievement, encourage peer support, and discourage peer conflict.
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Other References

• Corno, L. (2008). On teaching adaptively.
  Educational Psychologist, 43, 161173.
• Crosnoe, R., Morrison, F., Burchinal, M., Pianta,
  R., Keating, D., Friedman, S. L.,
  Clarke-Stewart, K. A. (2010). Instruction,
  teacherstudent relations, and math achievement
  trajectories in elementary school. Journal of
  Educational Psychology, 102, 407417.
•  
• Hamre, B. K., Pianta, R. C. (2001). Early
  teacherchild relationships and the trajectory of
  childrens school outcomes through eighth grade.
  Child Development, 72, 625638.
•  
• Roorda, D. L., Koomen, H. M. Y., Spilt, J. L.,
  Oort, F. J. (2011). The influence of affective
  teacherstudent relationships on students school
  engagement and achievement A meta-analytic
  approach, Review of Educational Research, 81,
  493-529.