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Josh Goodrich Profile picture
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28 Jan, 7 tweets, 2 min read
🤓🤓🤓THREAD: Paper on T-ED / coaching for the nerdiest of the nerds.

Insights for how we train teachers to deal with the ill-structured domain that is classroom teaching

'The Structure of Ill-Structured Problems' by Simon, H. (1973)
ojs.unbc.ca/index.php/desi… Image
❓ What is an Ill Structured problem (ISP)?

- No criteria by which potential solutions can be measured
- The problem space is not clearly defined
- The knowledge resources required are not immediately available, or exist in different categories...

Sounds like teaching to me!...
In other words, learning how to be an expert teacher is like learning how to design a skyscraper.

1000s of different elements, each requiring a HUGE amount of knowledge...
But, to an expert teacher, the ill-structured problem of teaching is just a succession of well-structured problems (WSP) or problems with clear easily available solutions...
💡To transform an ISP into a WSP requires lots of procedural knowledge: 'How does a person working in this area usually split up and solve a problem of this sort?' Once this knowledge has been applied, then different aspects of the problem can be tackled separately...
Here's the rub: the aim of a coach is to turn the ill-structured problem of teaching into a large series of well-structured problems.

Coaches help novice teachers solve the problem of teaching, one small set at a time.
🔥For expert teachers, teaching is a well-structured problem.

❓The burning question: what are the mechanisms required to turn an ISP into a WSP for a teacher?

Answering this also answers the question of what makes GREAT instructional coaching and CPD.

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Josh Goodrich Profile picture
8 Feb
📖Another MUST READ article for T-EDs/coaches.

'Parsing the Practice of Teaching' by Mary Kennedy

researchgate.net/publication/28…

I'm obsessed with this paper - probably talk about it too much TBH - and here's why

... 🧵 Image
Kennedy is writing in response to a 'Lemovian' approach that focuses overtly on teacher moves...

I certainly don't have a problem with this approach (far from it!), BUT...
💡"When we define teaching by the visible practices we see, without attending to the role these practices have in the overall lesson, novices are likely to use their newly acquired practices at the wrong times, in the wrong places, or for the wrong reason."...
Read 8 tweets
Josh Goodrich Profile picture
1 Feb
💡Important paper for teachers and T-Eds:

Cognitive Architecture and Instructional Design by Sweller, van Merrienboer and Paas.

researchgate.net/publication/20…

I think CLT is *the* grand organising theory for everything that teachers need to know about cognitive science. Image
This paper takes all the components of a model of how we learn, and organises them into a usable framework for how to teach.

And, importantly, how *not* to teach...
🔥Killer quote 1:

"...any instructional design that flouts or merely ignores working memory limitations inevitably is deficient."
Read 5 tweets
Josh Goodrich Profile picture
25 Jan
🤓Thorny Coaching Issue:

When I work with schools on setting up instructional coaching, a question I get asked A LOT is:

"But, who should coach who?"

I've found a paper with an answer: scholar.harvard.edu/files/erictayl… Image
Lots of schools argue that coaching pairs should be Novice - - > Expert, or that teachers should be exclusively paired with subject specialists.
💡Insight:

Papay and colleagues argue that coaches should be matched with teachers around specific skills. For example, a teacher that is weak in behaviour management is paired with an expert in this area.

There's significant evidence that this method has a real impact.
Read 7 tweets

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