04 - Focus as a teacher [Massive Teaching]
-
0:00 - 0:03As I said a lot of new technology is being
built. -
0:03 - 0:05But it's very easy to be distracted by
this technology. -
0:05 - 0:09It's easy to forget what to focus on
because of all the shiny visuals. -
0:10 - 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
-
0:24 - 0:26an instructor but I am not an expert in
education. -
0:26 - 0:30So I rely on a influential study by John
Hattie -
0:30 - 0:35He looked at 800 hundred meta-analyses and
synthesized them. -
0:35 - 0:37He was looking for what influences
learning. -
0:37 - 0:40Which circumstances, tools and techniques
had -
0:40 - 0:43the best effects or which just had average
effects. -
0:44 - 0:48So let's pick and choose a few of those
factors in no order at the moment. -
0:48 - 0:50The first is physical attributes.
-
0:51 - 0:52The class size, for instance.
-
0:55 - 0:58It's clear that this is relevant in a MOOC
setting. -
0:58 - 1:00The second factor is computer-assisted
instruction. -
1:00 - 1:02It's also clear that this is crucial in a MOOC
-
1:04 - 1:07There are other factors that will affect
teaching. -
1:07 - 1:09Things that are mainly more intrinsic to
the student. -
1:09 - 1:13Course, we would like to think that we can
teach anyone, but we expect the -
1:13 - 1:16students disposition to learn, their
intrinsic motivation to -
1:16 - 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 - 1:27There's also the factor of the student's
prior cognitive ability. -
1:28 - 1:31Think of something like their IQ, for
instance. -
1:31 - 1:33We have little control there.
-
1:34 - 1:36Fortunately, there are parts we can
actively change. -
1:37 - 1:41The instructional quality of the course,
for instance. -
1:42 - 1:46That is, the student's perception of the
quality of the instruction they get. -
1:46 - 1:47According to Hattie's definition.
-
1:48 - 1:50What about individualization?
-
1:50 - 1:52The design of a learning program
specific to the student. -
1:54 - 1:56Or maybe mastery learning.
-
1:56 - 1:57This is when student are given tests
-
1:57 - 2:01on relatively easy material soon after
instruction. -
2:01 - 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 teaher could challenge students
by outlining goals, but -
2:13 - 2:16there is also feedback which in Hattie's
mind which includes -
2:16 - 2:22positive reinforcement for what has been
done well, information about -
2:22 - 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?
-
2:36 - 2:41How about external factors, such as the
presence of a television at home? -
2:41 - 2:43Hattie identified 130 different such
factors. -
2:43 - 2:45
-
2:45 - 2:47I only picked a few here.
-
2:47 - 2:49But it's already a lot of influencers on
the student's achievements. -
2:51 - 2:53But how do you rank them so we could make
-
2:53 - 2:57sense of the potential thug of that large
number of influencers. -
2:57 - 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 in
-
3:08 - 3:11fact television slowed down a students
progress. -
3:12 - 3:17Next up and very controversially, was class
size. -
3:17 - 3:20This is still very much at the bottom, in
fact the data indicates -
3:20 - 3:23inconclusively that small class sizes have
-
3:23 - 3:26a tiny positive effect on the students
learning. -
3:28 - 3:29The best way to make sense of
-
3:29 - 3:32this is probably to better understand
Hattie's methodology. -
3:33 - 3:36This result comes after accounting for all
-
3:36 - 3:41the other effects, if all else remains
equal. -
3:41 - 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. -
3:48 - 3:51Presumably, importantly, by firing half of the
teachers. -
3:51 - 3:55Well the teacher that remain will suddenly be swamped with work.
-
3:55 - 3:57And unable to do some of the other
-
3:57 - 4:01techniques that actually have a very
positive effect. -
4:01 - 4:03So this would be bad.
-
4:03 - 4:04Now on to the positive effects.
-
4:05 - 4:08When Hattie performed this study he very
well understood -
4:08 - 4:10that most of those techniques had a
positive effect. -
4:10 - 4:14The point was to identify those that were
MOST effective. -
4:14 - 4:17So we set the bar at the average effect
size. -
4:17 - 4:22Obviously 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 -
4:26 - 4:29but not so great are computer assisted
instruction. -
4:29 - 4:34Individualization and testing.
-
4:34 - 4:36Above that and in a position that starts
to be -
4:36 - 4:42very useful are challenging students with
goal, peer tutoring, mastery learning -
4:42 - 4:45and slightly above all those three the
student's disposition to learn. -
4:47 - 4:48But the three stellar effects
-
4:48 - 4:52are feedback, student's prior cognitive
ability -
4:52 - 4:53and instructional quality.
-
4:55 - 4:58Each is at a level where you expect 50%
increase in the pace of learning. -
4:58 - 5:02Of course feedback is a bit of an umbrella
term here. -
5:02 - 5:06It covers pure feedback or mastery
learning for instance. -
5:08 - 5:11Note, also, computer-assisted goes up
-
5:11 - 5:15as the course becomes more interactive
and more engaging and also that smaller -
5:15 - 5:17effects can be combined to accumulate
-
5:17 - 5:20traction, so nothing should be fully
dismissed. -
5:20 - 5:25So, we now have Hattie's final ranking for
the effects I've selected. -
5:27 - 5:28Why am I talking about this?
-
5:28 - 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 - 5:39We can offer a quiz, sampling questions and
answers until the student gets it. -
5:40 - 5:44Interaction as well, more and more MOOCs
have interactive components -
5:44 - 5:47that 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 full mastered yet.
-
5:58 - 6:01There are some structured peer grading
components in MOOCS -
6:01 - 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. -
6:12 - 6:15I'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. -
6:21 - 6:25So please help the discussion get started
on the forums if you feel you can help. -
6:27 - 6:29I would love to engage with all of you.
-
6:29 - 6:31Share your opinion, don't be afraid.
-
6:31 - 6:33There's definitely no right or wrong.
-
6:33 - 6:35Even Hattie's study is open to criticism.
-
6:35 - 6:38And especially my retelling of it.
-
6:38 - 6:39This is education.
-
6:39 - 6:40There is no one answer.
-
6:40 - 6:44So, I would love to have a discussion on
the forums about all that. -
6:44 - 6:46The last effect I want to discuss that
will be the -
6:46 - 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.