04 - Focus as a teacher [Massive Teaching]
-
0:01 - 0:03As I said a lot of new technology is being
built. -
0:04 - 0:05But it's very easy to be distracted by
this technology. -
0:06 - 0:10It's easy to forget what to focus on
because of all the shiny visuals. -
0:11 - 0:13Simultaneously technology can open new
doors -
0:13 - 0:16or put in new constraints on our pedagogy.
-
0:16 - 0:18So let's think again, let's refocus.
-
0:19 - 0:21When we teach what should we care about
the most? -
0:22 - 0:24While I have some practical experience as an instructor,
-
0:25 - 0:27but I am not an expert in education.
-
0:28 - 0:30So I rely on an influential study by John
Hattie -
0:32 - 0:35He looked at 800 meta analyses and
synthesized them. -
0:36 - 0:37He was looking for what influences
learning, -
0:38 - 0:40which circumstances, tools and techniques
had -
0:40 - 0:44the best effects, or which just had average
effects. -
0:45 - 0:48So let's pick and choose a few of those
factors in no order at the moment. -
0:49 - 0:51The first is physical attributes.
-
0:52 - 0:54The class size, for instance.
-
0:54 - 0:56It's clear that this is relevant in a MOOC
setting. -
0:57 - 1:00The second factor is computer-assisted
instruction. -
1:01 - 1:03It's also clear that this is crucial in a MOOC
-
1:04 - 1:06There are other factors that will affect
teaching. -
1:07 - 1:09Things that are maybe more intrinsic to
the student. -
1:10 - 1:13Course, we would like to think that we can
teach anyone, but we expect the -
1:13 - 1:17students' disposition to learn, their
intrinsic motivation, to -
1:17 - 1:18have to be a factor in the outcome.
-
1:19 - 1:23In some way, MOOCs have a self-selected
audience for now so this is mitigated. -
1:25 - 1:28There's also the factor of the student's
prior cognitive ability. -
1:29 - 1:31Think of something like their IQ, for
instance. -
1:32 - 1:33We have little control there.
-
1:35 - 1:37Fortunately, there are parts we can
actively change. -
1:38 - 1:41The instructional quality of the course,
for instance. -
1:42 - 1:45That is, the student's perception of the
quality of the instruction they get, -
1:46 - 1:47according to Hattie's definition.
-
1:49 - 1:50What about individualization?
-
1:51 - 1:53The design of a learning program
specific to the student. -
1:54 - 1:55Or maybe mastery learning.
-
1:56 - 1:57This is when students are given tests
-
1:58 - 2:01on relatively easy material soon after
instruction. -
2:02 - 2:05And if it seems necessary they're given more work again.
-
2:05 - 2:06They're retested until they get it.
-
2:08 - 2:11Maybe a teacher could challenge students
by outlining goals, -
2:13 - 2:16but there is also feedback, which in Hattie's
mind, includes -
2:16 - 2:21positive reinforcement for what has been
done well, information about -
2:21 - 2:26what needs to improve but also includes merely clarifying the goals,
-
2:27 - 2:28as part of the feedback.
-
2:30 - 2:32There's also peer tutoring, where the
-
2:32 - 2:34students explain, check, and assess each
other. -
2:35 - 2:36How about a good old test?
-
2:37 - 2:39How about external factors, such as the
presence of a television at home? -
2:41 - 2:44Hattie identified 130 different such
factors. -
2:45 - 2:46I only picked a few here.
-
2:47 - 2:50But it's already a lot of influencers on
the student's achievement. -
2:51 - 2:53But how do you rank them so we could make
-
2:53 - 2:56sense of the potential thug of that large
number of influencers [sic: influences]? -
2:59 - 3:00So what do you think ranked the best?
-
3:00 - 3:01What ranked the worst?
-
3:02 - 3:05You can maybe guess that television is the
worst. -
3:05 - 3:08That seems kind of an obvious candidate.
-
3:08 - 3:11In fact, television slowed down a student's progress.
-
3:12 - 3:16Next up, and very controversially, was class
size. -
3:17 - 3:20This is still very much at the bottom; in
fact the data indicates -
3:21 - 3:23inconclusively that small class sizes have
-
3:23 - 3:27a tiny positive effect on the student's
learning. -
3:28 - 3:30The best way to make sense of this is probably
-
3:30 - 3:32to better understand Hattie's methodology.
-
3:33 - 3:36This result comes after accounting for all
-
3:36 - 3:40the other effects, if all else remains
equal. -
3:42 - 3:44So if a politician somewhere bases a
decision on this study, and -
3:44 - 3:48blindly doubles the class size of all the
classrooms in their country - -
3:49 - 3:51presumably, importantly, by firing half of the
teachers - -
3:52 - 3:55well the teachers that remain will suddenly be swamped with work.
-
3:55 - 3:57And unable to do some of the other
-
3:57 - 3:59techniques that actually have a very
positive effect. -
4:00 - 4:01So this would be bad.
-
4:03 - 4:04Now on to the positive effects.
-
4:06 - 4:08When Hattie performed this study he very
well understood -
4:08 - 4:10that most of those techniques had a
positive effect. -
4:11 - 4:13The point was to identify those that were
MOST effective. -
4:14 - 4:17So he set the bar at the average effect
size. -
4:18 - 4:21Obviously we're interested in the top
effects, those way above the bar. -
4:22 - 4:24But we should proceed methodically.
-
4:24 - 4:26Below that bar, still with a positive
effect -
4:27 - 4:29but not so great, are computer assisted
instruction, -
4:30 - 4:32individualization, and testing.
-
4:34 - 4:36Above that, and in a position that starts
to be -
4:36 - 4:39very useful, are challenging students with
goal [sic: goals], -
4:40 - 4:42peer tutoring, mastery learning, and, slightly
-
4:43 - 4:45above all those three, the student's disposition to learn.
-
4:47 - 4:49But the three stellar effects are feedback,
-
4:50 - 4:52student's prior cognitive ability,
-
4:52 - 4:53and instructional quality.
-
4:54 - 4:58Each is at a level where you expect a 50%
increase in the pace of learning. -
4:59 - 5:01Of course feedback is a bit of an umbrella
term here. -
5:03 - 5:06It covers pure feedback or mastery
learning, for instance. -
5:08 - 5:10Note, also, that computer-assisted goes up
-
5:10 - 5:16as the course becomes more interactive
and more engaging. And also that smaller -
5:16 - 5:18effects can be combined to accumulate traction.
-
5:19 - 5:20So nothing should be fully dismissed.
-
5:22 - 5:25So, we now have Hattie's final ranking for
the effects I've selected. -
5:27 - 5:28Why am I talking about this?
-
5:29 - 5:31Well, because in MOOCs some of it is
especially relevant. -
5:32 - 5:35Mastery learning has been trumpeted again and again for MOOCs.
-
5:35 - 5:39You can offer a quiz, sampling questions and answers until the student gets it.
-
5:40 - 5:43Interaction as well. More and more MOOCs have interactive components
-
5:44 - 5:46that students can use to visually see what
they are learning. -
5:47 - 5:49So this is all a success story for MOOCs
-
5:49 - 5:52integrating fully those effects in the
format, if you want. -
5:53 - 5:57Peer effects are also important and also
present in MOOCS. -
5:57 - 5:58But they're not fully mastered yet.
-
5:59 - 6:02There are some structured peer grading
components in MOOCS -
6:02 - 6:04but they're still in early stages and can
be improved. -
6:05 - 6:08Also, few people know for sure how to get
a forum started, -
6:08 - 6:12one that encourages students from all
backgrounds to engage with their peers. -
6:13 - 6:14I'm certainly not one of those
experts. -
6:15 - 6:17It's a skill, something that needs to be
learned and practiced. -
6:18 - 6:21Some of those experts, on the other hand,
might be lurking in this class. -
6:22 - 6:26So please help the discussion get started
on the forums, if you feel you can help. -
6:27 - 6:28I would love to engage with all of you.
-
6:29 - 6:30Share your opinion, don't be afraid.
-
6:31 - 6:32There's definitely no right or wrong.
-
6:33 - 6:35Even Hattie's study is open to criticism.
-
6:36 - 6:37And especially my retelling of it.
-
6:38 - 6:40This is education. There is no one answer.
-
6:41 - 6:43So, I would love to have a discussion on
the forums about all that. -
6:44 - 6:47The last effect I want to discuss, that
will be the -
6:47 - 6:51next video, is the most important, according
to Hattie: that is "feedback".
- Title:
- 04 - Focus as a teacher [Massive Teaching]
- Description:
-
From Week 1 Lecture Videos of "Teaching goes massive: new skills required"
by Paul-Olivier Dehaye
See
https://etherpad.mozilla.org/pr8ZtLXODg
and
http://www.elearnspace.org/blog/2014/07/09/congrats-to-paul-olivier-dehaye-massiveteaching/ - Video Language:
- English
- Team:
- Captions Requested
Dolphin Lover edited English subtitles for 04 - Focus as a teacher [Massive Teaching] | ||
Claude Almansi commented on English subtitles for 04 - Focus as a teacher [Massive Teaching] | ||
annette sandy commented on English subtitles for 04 - Focus as a teacher [Massive Teaching] | ||
annette sandy edited English subtitles for 04 - Focus as a teacher [Massive Teaching] | ||
darkeanon edited English subtitles for 04 - Focus as a teacher [Massive Teaching] | ||
annette sandy edited English subtitles for 04 - Focus as a teacher [Massive Teaching] | ||
annette sandy edited English subtitles for 04 - Focus as a teacher [Massive Teaching] | ||
annette sandy edited English subtitles for 04 - Focus as a teacher [Massive Teaching] |
Claude Almansi
Hi Jamie,
Thank you for your revision of these subtitles, and apologies to have interfered in it: I've only changed the video description.
annette sandy
Not sure what the next steps are. I just looked at the timing. How does it get marked as done?
Claude Almansi
Hi Annette,
If you open the editor again, you can use the action menu top right. If the blue button showing says "Complete", click that and it'll mark the subtitles complete and take you out of the editor to the http://www.amara.org/videos/N0obdHL2k5L0/info/04-focus-as-a-teacher-massive-teaching/ page.
If the blue button showing says "Start syncing", click that: then the "Complete" button will appear and you can now click that, as above.