Be a Sage on the Stage:Be a Sage on the Stage:How traditional methods of instruction can improve How traditional methods of instruction can improve

student learningstudent learning

Presenter: Presenter:

Michael Zwaagstra, B.Ed., P.B.C.E., M.Ed.Michael Zwaagstra, B.Ed., P.B.C.E., M.Ed.

Frontier Centre for Public PolicyFrontier Centre for Public Policy

fcpp.orgfcpp.org michaelzwaagstra.comichaelzwaagstra.co

mm

What is Traditional Instruction?What is Traditional Instruction?

Teacher in charge of the classroom.Teacher in charge of the classroom. Focus on a defined body of Focus on a defined body of

knowledge and skills.knowledge and skills. Direct instruction takes place.Direct instruction takes place. New concepts taught step-by-step New concepts taught step-by-step

and sequentially.and sequentially. Individual seatwork that gradually Individual seatwork that gradually

progresses in difficulty.progresses in difficulty. Moderate use of technology.Moderate use of technology.

What Traditional Instruction is NOTWhat Traditional Instruction is NOT

Teacher lectures for the entire time Teacher lectures for the entire time with minimal student interaction.with minimal student interaction.

Memorizing outdated and/or Memorizing outdated and/or irrelevant facts.irrelevant facts.

Harsh discipline of students.Harsh discipline of students. Teaching each class exactly the Teaching each class exactly the

same way.same way. Total ban on technology.Total ban on technology.

Traditional vs. ConstructivistTraditional vs. Constructivist

Teacher-directedTeacher-directed ““Canon” of Canon” of

knowledgeknowledge Desks arranged in Desks arranged in

rowsrows Whole-class Whole-class

instructioninstruction PhonicsPhonics Standard math Standard math

algorithmsalgorithms

Student-directedStudent-directed Knowledge created Knowledge created

by studentsby students Desks arranged in Desks arranged in

groupsgroups Most instruction Most instruction

with small groupswith small groups Whole languageWhole language Students develop Students develop

math strategiesmath strategies

Jeanne ChallJeanne Chall

Professor of Education at Harvard Professor of Education at Harvard University from 1965 – 1991.University from 1965 – 1991.

Founded the Harvard Reading Founded the Harvard Reading Laboratory in 1967.Laboratory in 1967.

Considered one of the world’s Considered one of the world’s foremost experts on reading foremost experts on reading instruction.instruction.

““Traditional, teacher-centered schools, Traditional, teacher-centered schools, according to research and practice, are according to research and practice, are more effective than progressive, student-more effective than progressive, student-centered schools for the academic centered schools for the academic achievement of most children. And that achievement of most children. And that approach is especially beneficial for approach is especially beneficial for students who come to school less well-students who come to school less well-prepared for academic learning – children prepared for academic learning – children of less educated families, inner-city of less educated families, inner-city children, and those with learning children, and those with learning difficulties at all social levels.”difficulties at all social levels.”

Jeanne S. Chall, Jeanne S. Chall, The Academic Achievement The Academic Achievement ChallengeChallenge, 2000, p. 176., 2000, p. 176.

Clark, Kirschner, and SwellerClark, Kirschner, and Sweller

Richard Clark – professor of educational Richard Clark – professor of educational psychology, clinical research professor of psychology, clinical research professor of surgery, and director of the Centre for surgery, and director of the Centre for Cognitive Technology at the University of Cognitive Technology at the University of Southern CaliforniaSouthern California

Paul Kirschner – professor of educational Paul Kirschner – professor of educational psychology at the Open University of the psychology at the Open University of the NetherlandsNetherlands

John Sweller – emeritus professor of John Sweller – emeritus professor of education at the School of Education at education at the School of Education at the University of New South Walesthe University of New South Wales

““Evidence from controlled, experimental Evidence from controlled, experimental (a.k.a. ‘gold-standard’) studies almost (a.k.a. ‘gold-standard’) studies almost uniformly supports full and explicit uniformly supports full and explicit instructional guidance rather than partial instructional guidance rather than partial or minimal guidance for novice to or minimal guidance for novice to intermediate learners. These findings and intermediate learners. These findings and their associated theories suggest teachers their associated theories suggest teachers should provide their students with clear, should provide their students with clear, explicit instruction rather than merely explicit instruction rather than merely assisting students in attempting to assisting students in attempting to discover knowledge themselves.”discover knowledge themselves.”

Richard Clark, Paul Kirschner, and John Richard Clark, Paul Kirschner, and John Sweller, “Putting Students on the Path to Sweller, “Putting Students on the Path to Learning,” Learning,” American EducatorAmerican Educator, 2012., 2012.

Project Follow ThroughProject Follow Through Took place in the United States from 1968-Took place in the United States from 1968-

1977 and involved more than 72,000 1977 and involved more than 72,000 students in approximately 180 schools.students in approximately 180 schools.

Direct Instruction (D.I.) and four other Direct Instruction (D.I.) and four other methodologies were compared.methodologies were compared.

D.I. students gained superior basic math D.I. students gained superior basic math and reading skills.and reading skills.

They also had better reading They also had better reading comprehension and math problem-solving comprehension and math problem-solving abilities.abilities.

““Perhaps the most famous example of policy Perhaps the most famous example of policy makers not using or being convinced by evidence makers not using or being convinced by evidence was Project Follow Through… As Carnine was Project Follow Through… As Carnine commented, the romantic view of students commented, the romantic view of students discovering learning was more powerful than a discovering learning was more powerful than a method invented by a teacher that actually made method invented by a teacher that actually made a difference; a method that required an attention a difference; a method that required an attention to detail, to deliberately changing behavior, and to detail, to deliberately changing behavior, and to teaching specific skills. The rejection of Direct to teaching specific skills. The rejection of Direct Instruction in favor of Rousseian inspired methods Instruction in favor of Rousseian inspired methods ‘is a classic case of an immature profession, one ‘is a classic case of an immature profession, one that lacks a solid scientific base and has less that lacks a solid scientific base and has less respect for evidence than for opinion and respect for evidence than for opinion and ideology.’”ideology.’”

John Hattie, John Hattie, Visible LearningVisible Learning, 2009, p. 258., 2009, p. 258.

Remember the following seven Remember the following seven wordswords

National Congress on Rural Education National Congress on Rural Education in Saskatoonin Saskatoon

Now try these seven wordsNow try these seven words

Envelope Molded Association the Envelope Molded Association the Outside Microsoft Plaque Outside Microsoft Plaque

Which is easier to remember?Which is easier to remember?

A random 11-digit number i.e. A random 11-digit number i.e. 287410482375287410482375

Your personal phone number plus Your personal phone number plus one extra digitone extra digit

i.e.306-867-5309-5i.e.306-867-5309-5

Cognitive LoadCognitive Load

Cognitive load refers to the total Cognitive load refers to the total amount of effort being used in the amount of effort being used in the working memory.working memory.

People have only a limited amount of People have only a limited amount of working memory.working memory.

Automaticity Automaticity reducesreduces our cognitive our cognitive load and makes higher order learning load and makes higher order learning possible.possible.

3y + (5 x 6) = 423y + (5 x 6) = 42

What is the value of What is the value of yy??

Answer = 4Answer = 4

To solve you need to know:To solve you need to know:

1) Your times tables1) Your times tables

2) The order of operations2) The order of operations

3) Basic addition3) Basic addition

““New Math”New Math”

The key problem with the so-called “New The key problem with the so-called “New Math” is that it unnecessarily increases Math” is that it unnecessarily increases cognitive load.cognitive load.

Instead of showing students the most Instead of showing students the most efficient way of solving questions (i.e. efficient way of solving questions (i.e. standard algorithms), it encourages them standard algorithms), it encourages them to create their own, less efficient, to create their own, less efficient, strategies.strategies.

The “New Math” also places too little The “New Math” also places too little emphasis on the memorization of basic emphasis on the memorization of basic math facts.math facts.

Key Findings of a Recent StudyKey Findings of a Recent Study This study analyzed data from more than 13,000 This study analyzed data from more than 13,000

first-grade students.first-grade students. Routine drill and practice was the most effective Routine drill and practice was the most effective

instructional practice.instructional practice. This was particularly true for students This was particularly true for students

experiencing difficulty in math.experiencing difficulty in math.

Paul Morgan, George Farkas, and Steve Maczuga, Paul Morgan, George Farkas, and Steve Maczuga, “Which Instructional Practices Most Help First-“Which Instructional Practices Most Help First-Grade Students With and Without Mathematics Grade Students With and Without Mathematics Difficulties?” Difficulties?” Educational Evaluation and Policy Educational Evaluation and Policy Analysis, Analysis, June 2014.June 2014.

JUMP MathJUMP Math

Junior Undiscovered Math Prodigies (JUMP) Junior Undiscovered Math Prodigies (JUMP) was founded by mathematician John was founded by mathematician John Mighton.Mighton.

JUMP is a math instructional program used JUMP is a math instructional program used in schools across Canada and in other in schools across Canada and in other countries with great success.countries with great success.

Emphasizes basic skills, step-by-step Emphasizes basic skills, step-by-step scaffolding, and guided discovery.scaffolding, and guided discovery.

Visit jump.org to find more information Visit jump.org to find more information and supporting research studies.and supporting research studies.

Learning to ReadLearning to Read

In order to become a fluent reader In order to become a fluent reader you must be able to do two things:you must be able to do two things:

1)1) Decode the words on a page.Decode the words on a page.

2)2) Comprehend what the words and Comprehend what the words and sentences actually mean.sentences actually mean.

Phonics vs. Whole LanguagePhonics vs. Whole Language

Fifty years ago, Dr. Jeanne Chall Fifty years ago, Dr. Jeanne Chall published a definitive review of the published a definitive review of the research showing the superiority of research showing the superiority of phonics over whole language.phonics over whole language.

Learning letter sounds reduces Learning letter sounds reduces cognitive load and makes it possible cognitive load and makes it possible to sound out more advanced words.to sound out more advanced words.

““In summary, whole language programs In summary, whole language programs have negligible effects on learning to readhave negligible effects on learning to read—be it on word recognition or on —be it on word recognition or on comprehension. Such methods may be of comprehension. Such methods may be of value to later reading, but certainly not for value to later reading, but certainly not for the processes of learning to read; it the processes of learning to read; it appears that strategies of reading need to appears that strategies of reading need to be deliberately taught, especially to be deliberately taught, especially to students struggling to read.”students struggling to read.”

John Hattie, John Hattie, Visible LearningVisible Learning, 2009, p. 138., 2009, p. 138.

Reading ComprehensionReading Comprehension

““The specific teaching of the Old Testament The specific teaching of the Old Testament as to predestination naturally revolves as to predestination naturally revolves around the two foci of that idea which may around the two foci of that idea which may be designated general and special, or, be designated general and special, or, more properly, cosmical and soteriological more properly, cosmical and soteriological predestination; or, in other words, around predestination; or, in other words, around the doctrines of the Divine Decree and the the doctrines of the Divine Decree and the Divine Election.”Divine Election.”

What does this sentence mean?What does this sentence mean?

KnowledgeKnowledge is the key to reading is the key to reading comprehension.comprehension.

The more you know about a topic, The more you know about a topic, the more you will understand what the more you will understand what you are reading.you are reading.

This applies to any topic, whether it This applies to any topic, whether it be sports, politics, history, or be sports, politics, history, or science.science.

That is why students can read far That is why students can read far above their so-called reading level above their so-called reading level when they are familiar with the topic.when they are familiar with the topic.

Importance of Prior Knowledge Importance of Prior Knowledge ConfirmedConfirmed

Donna Recht and Lauren Leslie, “Effect of Donna Recht and Lauren Leslie, “Effect of prior knowledge on good and poor prior knowledge on good and poor readers’ memory of text. readers’ memory of text. Journal of Journal of Educational PsychologyEducational Psychology, 1988, pp. 16-20., 1988, pp. 16-20.

Key finding – Students with high Key finding – Students with high knowledge about baseball could better knowledge about baseball could better understand a text about baseball than understand a text about baseball than students who lacked knowledge.students who lacked knowledge.

““I’ve listed four ways that background I’ve listed four ways that background knowledge is important to reading knowledge is important to reading comprehension: (1) it provides vocabulary; comprehension: (1) it provides vocabulary; (2) it allows you to bridge logical gaps that (2) it allows you to bridge logical gaps that writers leave; (3) it allows chunking, which writers leave; (3) it allows chunking, which increases room in working memory and increases room in working memory and thereby makes it easier to tie ideas thereby makes it easier to tie ideas together; and (4) it guides the together; and (4) it guides the interpretation of ambiguous sentences.”interpretation of ambiguous sentences.”

Daniel Willingham, Daniel Willingham, Why Don’t Students Like Why Don’t Students Like School?,School?, 2009, p. 36. 2009, p. 36.

What about Rote Learning?What about Rote Learning?

Drill and Kill?Drill and Kill?

Actually, drill leads to skill, when done Actually, drill leads to skill, when done properly.properly.

K. Anders Ericsson, Ralf Th. Krampe, and K. Anders Ericsson, Ralf Th. Krampe, and Clemens Tesch Romer, “The Role of Clemens Tesch Romer, “The Role of Deliberate Practice in the Acquisition of Deliberate Practice in the Acquisition of Expert Performance,” Expert Performance,” Psychological Psychological ReviewReview, 1993, pp. 363-406., 1993, pp. 363-406.

The Value of HandwritingThe Value of Handwriting When young students print by hand, it creates When young students print by hand, it creates

memory traces in the brain that assist with the memory traces in the brain that assist with the recognition of letter shapes.recognition of letter shapes.

This does not happen when typing on a keyboard This does not happen when typing on a keyboard or tablet.or tablet.

Cursive writing makes it possible to write more Cursive writing makes it possible to write more quickly and this also contributes to reading quickly and this also contributes to reading fluency.fluency.

Hetty Roessingh, “The magic of writing: Dispelling Hetty Roessingh, “The magic of writing: Dispelling the myths of early literacy development,” 2014, the myths of early literacy development,” 2014, in review, in review, The Reading TeacherThe Reading Teacher

What About Technology?What About Technology?

Claim: “The integration and effective Claim: “The integration and effective use of technology is vital to use of technology is vital to Saskatchewan’s teaching and Saskatchewan’s teaching and learning environment and to learning environment and to enhancing learner success.”enhancing learner success.”

Saskatchewan Ministry of Education, Saskatchewan Ministry of Education, Technology in Education FrameworkTechnology in Education Framework, , June 2013.June 2013.

Reality CheckReality Check

““It seems safe to conclude that, most of the time, It seems safe to conclude that, most of the time, ICT does have a positive, albeit relatively small, ICT does have a positive, albeit relatively small, impact on students’ achievement across many impact on students’ achievement across many content areas. The effect of computer technology content areas. The effect of computer technology seems to be particularly small in studies that use seems to be particularly small in studies that use either large samples or randomized control either large samples or randomized control groups. Thus, claims that any particular groups. Thus, claims that any particular technology, in and of itself, will bring large, technology, in and of itself, will bring large, radical, or revolutionary impact on achievement radical, or revolutionary impact on achievement should be met with skepticism.”should be met with skepticism.”

Peter Reimann and Anindito Aditomo, “Technology-Peter Reimann and Anindito Aditomo, “Technology-supported learning and academic achievement,” supported learning and academic achievement,” International Guide to StudentInternational Guide to Student AchievementAchievement,2013 ,2013

RecommendationsRecommendations

1)1) Recognize the importance of Recognize the importance of specific content knowledge.specific content knowledge.

2)2) Encourage teachers to use direct Encourage teachers to use direct instruction in the classroom.instruction in the classroom.

3)3) Allow for some memorization and Allow for some memorization and practice in the learning process.practice in the learning process.

4)4) Be wary of the overhyped promises Be wary of the overhyped promises of education fads.of education fads.

Thank you for your attention.Thank you for your attention.

Questions? Comments?Questions? Comments?

For more information, contact For more information, contact Michael at:Michael at:

mzwaagstra@shaw.camzwaagstra@shaw.ca

204-371-5125204-371-5125

michaelzwaagstra.commichaelzwaagstra.com