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.
One of the big questions this raises is the value of 'interview lessons'.

Schools may get a better sense of a teacher potential by watching a video of them interacting with their current pupils, rather than asking them to teach a group they don't know.

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More from @PepsMccrea

4 Jul
Routines redeploy attention

→ They enable students to spend less time thinking about the *process* of their learning and more time thinking about the *content* of their learning.

🧵...
First, let's zoom out a bit. Routines can be both behavioural and/or instructional:

• Behavioural routines (eg. classroom entry) create more time and space for learning.
• Instructional routines (eg. cold call) make learning more efficient.
Both types bring a range of benefits:

→ Reduction in behaviour management burden
→ Increased student motivation, confidence and safety
→ Freeing up of teacher mental capacity to monitor learning and be more responsive
Read 8 tweets
23 May
*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
Read 12 tweets
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

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