*Essential* idea for teacher educators:

The 'Optimal Adaptability Corridor' → what it is, and why it's useful

🧵A thread...
To begin, we need to take a step back and unpack why learning to teach is so hard in the first place.

There are many reasons of course, but one big factor is the nature of the the classroom itself.
In particular, the classroom environment is:

A. Complex → there are *many* moving parts and decisions to be made with incomplete information

B. Hot → many of these decisions need to be made under pressure and in a tight time window
To be effective in a complex and hot environment, teachers need to be both:

Innovative → understand the problems they face and how different strategies might help tackle them

Efficient → do this rapidly, and using minimal cognitive resources
When teachers are able to innovate, but not efficiently, they may understand what is going on in their classrooms, but struggle to do much about it.

They can quickly become overwhelmed, then frustrated, and potentially revert to sub-optimal 'comfort zone' approaches.
When teachers are efficient, but unable to innovate, they can deploy techniques, but not necessarily the right ones at the right times, or modify them to suit the specific needs of their class.

They are exhibiting expertise, but only in a narrow, 'routine' sense.
When teachers can do both—innovate, and do so efficiently—they are ideally positioned to meet the complex and hot demands of the classroom environment.

This is the basis of 'adaptive expertise', and imho is one of the central goals of teacher education.

However...
(this is where the Optimal Adaptability Corridor comes in—if you've got this far, you might as well keep going)
...it's hard to build both dimensions simultaneously. Each demand a slightly different approach:

→ Innovation requires exposure to a wide range of examples with explanations for how these work and why.

→ Efficiency requires targeted practice, feedback, and more practice.
Because of this tension, it can be easy for novice (or even experienced) teachers to end up with an imbalanced capacity:

Too much innovation at the expense of efficiency.

Or too much efficiency at the expense of innovation.
The Optimal Adaptability Corridor is a reminder of the importance of checking and maintaining this balance ⚖️

Of ensuring that we build *both* innovation and efficiency in tandem, not going too far in any one direction before switching focus to the other.
To learn more, check out this beast of a paper. It covers the OAC and lots more:

🎓Innovation and efficiency in transfer by Schwartz et al.

aaalab.stanford.edu/assets/papers/…

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More from @PepsMccrea

14 Feb
For those of you interested in what edu-geeks of times past argued about, here's a selection of journal articles* from the 70s:

1/10
2/10
3/10
Read 11 tweets
7 Feb
.@Josh_CPD has been doing some incisive thinking around teacher PD / Instructional Coaching recently.

I've pulled together 3 of his best threads:
1. On CLT & implications for instructional design:

2. On optimising (instructional) coach selection:

Read 4 tweets
24 Jan
The daddy of teaching expertise papers

🎓Describing the behavior and documenting the accomplishments of expert teachers by David Berliner

researchgate.net/publication/23…

It includes of of my favourite research stories... [brief thread] Image
In 1988 Berliner asked a bunch of expert teachers to teach a short lesson to an unfamiliar group of pupils.

Despite performing well, one teacher walked out, another ended up in tears, and all were unhappy they participated!
💡Lesson:

Expert teaching entails specific knowledge about the pupils being taught: what they know, what motivates them etc.

When you remove this, you inhibit superior performance.

And piss expert teachers right off.
Read 4 tweets
10 Dec 20
Seminal papers on Motivation for Learning #10

🎓 When Choice Matters and When It Does Not by Katz & Assor (2006)

researchgate.net/publication/22…
Big idea:

Empirical findings around 'choice in classroom classroom' are equivocal and confusing. Katz & Assor review a range of evidence (through the lens of SDT) to identify when providing choice may be beneficial and when it may not.
Power quote:

"The present article has attempted to demonstrate that merely offering choice is not in itself motivating. In fact, in some cases it can even reduce motivation."
Read 4 tweets
6 Dec 20
Seminal papers on Motivation for Learning #8

🎓 Evolving Concepts of Emotion and Motivation by Kent Berridge (2018)

frontiersin.org/articles/10.33… (🔓) Image
Big idea:

Berridge reviews the different ways that psychologists and neuroscientists have conceptualised motivation over the years.

He digs particularly deep into the distinction between the effects of 'wanting' vs 'liking'.
Power quote:

"Humans don’t necessarily require physical reward cues – vivid imagery about the reward may be enough to trigger [wanting]... Imagination lets humans manufacture our own vivid mental temptation-provoking cues." Image
Read 4 tweets
3 Dec 20
Seminal papers on Motivation for Learning #7

🎓 Behavioral Economics of Education by Lavecchia et al (2014)

nber.org/system/files/w… Image
Big idea:

Lavecchia et al identify 4 decision-making barriers that can prevent some pupils from taking full advantage of educational opportunities.

They then review the recent and growing efforts to mitigate these barriers, from both a policy and empirical perspective. Image
Power quote:

"Children spend most - if not all - of their school years with less interest in the future than their future adult selves. The timing is unfortunate, given the many important long-term investments that can occur during this period."
Read 4 tweets

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