Anita Woolfolk HoyAnita Woolfolk Hoy

The Ohio State UniversityThe Ohio State University

Hoy.17@osu.edu

www.waynekhoy.comwww.waynekhoy.com

Conceptualizing Excellence in Teaching

OverviewOverview• Pre-Service Teachers in Taiwan

• Excellent Teaching=Student Learning

• Research and models

• Junior High: Engagement, Motivation

• High School: Adaptive Teaching

Pre-Service TeachersPre-Service Teachers

Wang, H. H. (2012). Adaptive and motivated: Psychological Wang, H. H. (2012). Adaptive and motivated: Psychological qualities of college students in teacher education programs qualities of college students in teacher education programs in Taiwan. in Taiwan. British Educational Research Journal, 38,British Educational Research Journal, 38, 655– 655–675.675.

2005 IHEDS National survey: 2349 pre-service teachers, 2349 not

Self-report, 35-item Likert scale: “I am good at persuading others. “I feel confident.” “I am lonely and isolated.” “I do not cut class.”

Results: Pre-service teachers: Better oral communication and interpersonal skills More open to diverse values and opinions

Higher levels of self-esteem

Lower levels of social isolation and depression

More committed to academic work and future career

Ready to become excellent teachers. What does that mean?

Excellent TeachingExcellent Teaching Early Research

Rice (1897): Teaching spelling

Barak Rosenshine and Norma Furst (1973)

Teacher Knowledge: Content and (today)

Pedagogical Content Knowledge (learning)

Teacher Clarity and Organization (learning)

Teacher Warmth and Enthusiasm (liking,

engagement)

Excellent Teaching: Excellent Teaching: CurrentCurrent

Models and ConceptualizationsSocial-Relational

Academic Optimism

Robert Pianta and the CLASS model

Instructional Charlotte Danielson’s Framework for

Teaching

TeacherWorks: 19 High-Leverage Practices

Understanding by Design (Wiggins & Tighe)

Importance of RelationshipsImportance of Relationships

Interactions with adults are the scaffold Interactions with adults are the scaffold for school success in:for school success in: Self‐regulation, emotional self‐control, task Self‐regulation, emotional self‐control, task orientation, persistence, motivation, engagementorientation, persistence, motivation, engagementCognitive outcomes, language, academic Cognitive outcomes, language, academic knowledge knowledge

Instruction is, in part, a social process:Instruction is, in part, a social process:Interactions with teachers are a (not only) Interactions with teachers are a (not only) “medium”“medium”Excellent teaching is embedded in relationships and Excellent teaching is embedded in relationships and interactionsinteractions

Interactions operate across all contentInteractions operate across all content

Two Examples of the Importance of Two Examples of the Importance of RelationshipsRelationships

Longitudinal studiesLongitudinal studies: : Research by Robert Research by Robert Pianta and ColleaguesPianta and Colleagues

Quality of the teacher–student relationship Quality of the teacher–student relationship in kindergarten predicted academic and in kindergarten predicted academic and behavioral outcomes behavioral outcomes through the 8th through the 8th grade grade (Hamre & Pianta 2001) (Hamre & Pianta 2001)

Higher-level (not just basic skills) Higher-level (not just basic skills) instruction and instruction and positive relationships with positive relationships with teachersteachers increased math achievement increased math achievement for lower achievers (Crosnoe et al., 2010). for lower achievers (Crosnoe et al., 2010).

Academic OptimismAcademic Optimism

Hoy, W. K. (2012). School characteristics Hoy, W. K. (2012). School characteristics that make a difference for the that make a difference for the achievement of all students: A 40-year achievement of all students: A 40-year academic odyssey. academic odyssey. Journal of Journal of Educational Administration, 50, Educational Administration, 50, 76-9776-97..

Relational variables?Relational variables?

CLASS: Classroom Assessment CLASS: Classroom Assessment

Scoring System™Scoring System™

Dimensions of Successful ClassroomsDimensions of Successful Classrooms

Remember--Interactions with adults Remember--Interactions with adults are the scaffold for school success. are the scaffold for school success. Those interactions create:Those interactions create:

Emotional supportEmotional support

Instructional supportInstructional support

Classroom organization Classroom organization

Climate Dimension

Components Definitions and Examples

Emotional Support

Positive Climate Warmth, mutual respect, positive emotional connections between teacher and students

  Negative Climate (negative predictor of learning)

Disrespect, anger, hostility

  Teacher Sensitivity Consistency and effectiveness in responding to students’ academic and emotional needs

  Regard for Students’ Perspectives

Activities encourage student autonomy and emphasize students’ interests, motivations, and points of view

Instructional Support

Concept Development

Activities and discussion promote higher-order thinking skills and cognition

  Quality of Feedback Consistency in providing specific, process-oriented feedback and back-and-forth exchanges to extend students’ learning

Classroom Organization

Behavior Management

Teachers’ effectiveness in monitoring, preventing, and redirecting misbehavior

  Productivity How consistently learning is maximized with clear activities and routines, teacher preparation, efficient transitions, and minimal disruptions

http://curry.virginia.edu/research/centers/http://curry.virginia.edu/research/centers/castl/classcastl/class

http://www.teachstone.com

See also Brown, J. L., Jones, S. M., LaRusso, See also Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010). M. D., & Aber, J. L. (2010). Improving Improving classroom quality: Teacher influences and classroom quality: Teacher influences and experimental impacts of the 4Rs Programexperimental impacts of the 4Rs Program. . Journal of Educational Psychology, 102, Journal of Educational Psychology, 102, 153–167.153–167.

InstructionalInstructionalFramework for Teaching

Charlotte Danielson Charlotte Danielson (2013)

““identifies those aspects of a teacher’s identifies those aspects of a teacher’s responsibilities that have been documented responsibilities that have been documented through empirical studies and theoretical through empirical studies and theoretical research as promoting improved student research as promoting improved student learning. While the Framework is not the learning. While the Framework is not the only possible description of practice, these only possible description of practice, these responsibilities seek to define what teachers responsibilities seek to define what teachers should know and be able to do in the should know and be able to do in the exercise of their profession” (p. 3) exercise of their profession” (p. 3)

Divides the complex task of teaching into the 22 components below, clustered into 4 domains of teaching responsibility: Planning and Preparing

Classroom Environment Instruction

Professional Responsibilities

www.danielsongroup.org/article.aspx?page=frameworkforteaching

Teacher WorksTeacher Works National US project based at the Univers

ity of Michigan

With teachers, identified “a set of “a set of ‘best bets,’ warranted by research ‘best bets,’ warranted by research evidence, wisdom of practice, and evidence, wisdom of practice, and logic.” logic.”

Specific Specific can be taught and observed can be taught and observed

www.teachingworks.org/work-of-www.teachingworks.org/work-of-teaching/high-leverage-practicesteaching/high-leverage-practices

TeacherWorks19 High-Leverage Teaching Practices

1. Making content (e.g., specific texts, problems, ideas, theories, processes) explicit through explanation, modelling, representations, and examples2. Leading a whole-class discussion

3. Eliciting and interpreting individual students’ thinking

4. Establishing norms and routines for classroom discourse and work that are central to the subject-matter domain

5. Recognizing particular common patterns of student thinking and development in a subject-matter domain

6. Identifying and implementing an instructional response or strategy in response to common patterns of student thinking

7. Teaching a lesson or segment of instruction

8. Implementing organizational routines, procedures, and strategies to support a learning environment

9. Setting up and managing small group work

10. Engaging in strategic relationship-building conversations with student

11. Setting long- and short-term learning goals for students referenced to external benchmarks

12. Appraising, choosing, and modifying tasks and texts for a specific learning goal

13. Designing a sequence of lessons toward a specific learning goal

14. Selecting and using particular methods to check understanding and monitor student learning during and across lessons

15. Composing, selecting, and interpreting and using information from quizzes, tests, and other methods of summative assessment

16. Providing oral and written feedback to students on their work

17. Communicating about a student with a parent or guardian

18. Analyzing instruction for the purpose of improving it

19. Communicating with other professionals

Thinking about PlanningThinking about Planning

Understanding by DesignUnderstanding by Design Wiggins and Tighe (2006)Wiggins and Tighe (2006) Avoids the “twin sins” of Avoids the “twin sins” of

planningplanning Backwards designBackwards design

from big ideas and essential from big ideas and essential questionsquestions

to evidence of understanding to evidence of understanding to teaching planto teaching plan

Junior HighJunior High 1. How do teachers design learning 1. How do teachers design learning

environments and lessons to capture environments and lessons to capture and hold student interest and and hold student interest and encourage cognitive investment?encourage cognitive investment?

2. How do teachers help students 2. How do teachers help students become more self-regulating?become more self-regulating?

RelationshipsRelationships: Roorda, D. L., Koomen, H. M. : Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., Oort, F. J. (2011). Y., Spilt, J. L., Oort, F. J. (2011).

What else? What can teachers do?What else? What can teachers do?

On On TARGETTTARGETT for Learning for Learning

TTask motivationask motivation AAutonomyutonomy RRewardsewards GGroupingrouping EEvaluation & feedbackvaluation & feedback TTime for learningime for learning TTeacher expectationseacher expectations

TTasks for Learningasks for Learning

Task valueTask value Attainment value: tied to needs/identityAttainment value: tied to needs/identity Intrinsic or interest valueIntrinsic or interest value Utility value/reach goals--> futureUtility value/reach goals--> future

Authentic tasksAuthentic tasks Problem-based learningProblem-based learning Task operations: Task operations:

risk & ambiguityrisk & ambiguity

DoyleDoyle’’s Task Operationss Task Operations

RISK

AM

BIG

UIT

Y

ComprehensionComprehension OpinionOpinion

Difficult memoryor difficult routine

Difficult memoryor difficult routine

Simple memoryor simple routine

Simple memoryor simple routineLow

High

High Low

Supporting Supporting AAutonomyutonomy Student choicesStudent choices

Bounded choicesBounded choices

Student choice on feedbackStudent choice on feedback

RRecognizing ecognizing AccomplishmentsAccomplishments

Authentic praise, specific and justifiedAuthentic praise, specific and justified

Personal improvementPersonal improvement

Cautions for use of rewards!Cautions for use of rewards!

GGrouping rouping

Goal structuresGoal structures IndividualisticIndividualistic CompetitiveCompetitive CooperativeCooperative

JigsawJigsaw InquiryInquiry Numbered HeadsNumbered Heads Think/Pair/ShareThink/Pair/Share

EEvaluation & valuation & TTimeime

Effects of evaluationEffects of evaluation Emphasize learning, Emphasize learning,

not gradesnot grades Self-evaluationSelf-evaluation Rationales and RubricsRationales and Rubrics

Effects of time pressureEffects of time pressure Time for engagementTime for engagement Time pressure on testsTime pressure on tests

TTeacher Expectationseacher Expectations Self-fulfilling prophecySelf-fulfilling prophecy Sustaining expectation Sustaining expectation

effecteffect Sources of expectationsSources of expectations

TestsTests FamilyFamily ReputationsReputations

Who is affected and Who is affected and when?when?

Teacher Behaviors and Teacher Behaviors and

Student Reactions Student Reactions Instructional strategies: Grouping, Instructional strategies: Grouping,

pacing, difficulty levelpacing, difficulty level Teacher-student interaction Teacher-student interaction

differencesdifferences Quality and quantity of questionsQuality and quantity of questions Amount of time to answerAmount of time to answer Number of teacher interruptionsNumber of teacher interruptions Nonverbal behaviorsNonverbal behaviors

Strategies to Encourage Strategies to Encourage Motivation and Thoughtful Motivation and Thoughtful

LearningLearning

Organized classroomOrganized classroom

Free from interruptionsFree from interruptions

Safe-to-fail environment Safe-to-fail environment

Challenging but reasonable workChallenging but reasonable work

Authentic, worthwhile tasksAuthentic, worthwhile tasks

Necessary Classroom Necessary Classroom ConditionsConditions

Critical Student Critical Student QuestionsQuestions

Can I do it?Can I do it?

Do I want to do it?Do I want to do it?

What do I need to What do I need to do to succeed?do to succeed?

Do I belong in this Do I belong in this class?class?

1. Can I do it? Building 1. Can I do it? Building Confidence & Positive Confidence & Positive

ExpectationsExpectations Match tasks to student ability levelMatch tasks to student ability level Move in small stepsMove in small steps Clear, specific, attainable learning Clear, specific, attainable learning

goalsgoals Stress self-comparisonStress self-comparison Communicate that academic ability Communicate that academic ability

can be improvedcan be improved Model good problem solvingModel good problem solving

2. Do I want to? 2. Do I want to? Seeing the Value of Seeing the Value of

LearningLearning Older students: utility value, Older students: utility value,

attainment valueattainment value Younger students: intrinsic/interest Younger students: intrinsic/interest

valuevalue Intrinsic valueIntrinsic value

Tie class activities to student interestsTie class activities to student interests Arouse curiosityArouse curiosity Make learning fun (if possible)Make learning fun (if possible) Use novelty and familiarityUse novelty and familiarity

Seeing the UtilitySeeing the UtilityValue of Learning:Value of Learning:

Explain connectionsExplain connections

Provide incentives Provide incentives and rewards if and rewards if neededneeded

Authentic tasks:Authentic tasks:

Ill-structuredIll-structured

Real world Real world problemsproblems

3. Staying Focused on 3. Staying Focused on the Taskthe Task

Frequent assessments and Frequent assessments and opportunities to respondopportunities to respond

Have students create finished Have students create finished productsproducts

Avoid heavy emphasis on grades Avoid heavy emphasis on grades and competitionand competition

Reduce task risk without Reduce task risk without oversimplifying the taskoversimplifying the task

Model motivation to learnModel motivation to learn Teach particular learning tactics Teach particular learning tactics

4. Do I Belong? Relationships

Beginning TeachersBeginning Teachers’’ Motivation StrategiesMotivation Strategies

Newby, J. T. (1991). Classroom motivation: Strategies of first year teachers. Journal of Educational Psychology, 83, 195-200.

ResourcesResources

http://p20motivationlab.orghttp://p20motivationlab.org

High School: Adapting High School: Adapting InstructionInstruction

Remember Relationships Remember Relationships

Remember MotivationRemember Motivation

Differentiated InstructionDifferentiated Instruction

Flexible GroupingFlexible Grouping

Joplin PlanJoplin Plan

Adaptive Teaching Adaptive Teaching

Matching support to Matching support to student abilities and student abilities and needsneeds

Relationships and MotivationRelationships and MotivationMentoringMentoring

Ideas for MentoringIdeas for Mentoring Take advantage of technology.Take advantage of technology.

Establish “email pals” for students, with retired adults or successful former students Establish “email pals” for students, with retired adults or successful former students as their mentors.as their mentors.

Download resources from NWREL’s National Mentoring Center, especially their school-Download resources from NWREL’s National Mentoring Center, especially their school-based mentoring and tutoring materials (http://educationnorthwest.org/resource/360 .based mentoring and tutoring materials (http://educationnorthwest.org/resource/360 .

Let students know you believe in themLet students know you believe in them..

Set standards high and give critical feedback, but also provide support and Set standards high and give critical feedback, but also provide support and encouragement.encouragement.

Showcase accomplishments of former students.Showcase accomplishments of former students.

Take the time to establish and maintain relationships.Take the time to establish and maintain relationships.

Don’t expect trust right away; you may have to earn it.Don’t expect trust right away; you may have to earn it.

Spend some time with students outside academics—before or after school, as part of Spend some time with students outside academics—before or after school, as part of clubs or extracurricular activities. Have some fun together. Find common interests.clubs or extracurricular activities. Have some fun together. Find common interests.

If you set up a more formal mentoring system, be sure participants are trained If you set up a more formal mentoring system, be sure participants are trained and monitored.and monitored.

Use materials from national mentor groups for training, for example, Elements of Use materials from national mentor groups for training, for example, Elements of Effective Practice from MENTOR/National Mentoring Partnership Effective Practice from MENTOR/National Mentoring Partnership http://www.mentoring.org/start_a_program/planning_and_design/.http://www.mentoring.org/start_a_program/planning_and_design/.

Have regular times to provide training and to deal with problems that may arise.Have regular times to provide training and to deal with problems that may arise.

Flexible GroupingFlexible Grouping

Form and re-form groups based on accurate diagnosis of students’ current performance in the subject being taught. Groupings can be across grades (Joplin Plan)

Make sure different groups get appropriately different instruction, not just the same material. Make sure teachers, methods, and pace are adjusted to fit the group’s needs.

Vary more than pace; fit teaching to students’ interests and knowledge.

Assign all groups research reports, but have some be written, and others oral or PowerPoint presentations.

Organize and teach groups so that low-achieving students get appropriate extra instruction—not just the same material again. Make lower achieving groups smaller so students get extra attention.

Make sure all work is meaningful and respectful—no worksheets for lower ability groups while the higher ability groups do experiments and projects.

Discourage comparisons between groups and encourage a whole-class spirit.

Keep the number of groups small (two or three at most) so that you can provide as much direct teaching as possible—leaving students alone for too long leads to less learning.

http://www.eduplace.com/science/profdev/articles/valentino.html

Bringing it All TogetherBringing it All TogetherLee, J., & Shute, V. J. (2010). Personal and Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in K–12 academic social-contextual factors in K–12 academic performance: An integrative perspective on performance: An integrative perspective on student learning, student learning, Educational Psychologist, Educational Psychologist, 4545, 185–202. , 185–202. Synthesis of 150 studies Synthesis of 150 studies Showing moderate to strong effect sizes Showing moderate to strong effect sizes linking personal/social factors to achievement.linking personal/social factors to achievement.4 factors:4 factors:

Student engagementStudent engagement Learning strategiesLearning strategies School climateSchool climate Social-Family factorsSocial-Family factors

Student Personal FactorsStudent Personal Factors

Student Engagement

 Examples

Students’ Behavior Make sure students attend classes, follow rules, participate in school activities.

Students’ Minds and Motivations

Design challenging tasks, tap intrinsic motivation, support student investment in learning, nurture student self-efficacy and other positive academic beliefs.

Students’ Emotions Connect to student interest, pique curiosity, foster a sense of belonging and class connections, diminish anxiety, and increase enjoyment in learning.

Learning Strategies

 Examples

Cognitive Strategies Directly teach knowledge and skills that support student learning and deep processing of valuable information (e.g., summarizing, inferring, applying, and reasoning).

Metacognitive Strategies Directly teach students to monitor, regulate, and evaluate their own

cognitive processes, strengths, and weaknesses as learners; teach them about when, where, why, and how to use specific strategies.

Behavioral Strategies Directly teach students strategies and tactics for managing, monitoring, and evaluating their action, motivation, affect, and environment, such as skills in: time management, test taking, help-seeking, note-taking, homework management

Social-Contextual FactorsSocial-Contextual Factors

School Climate Examples

Academic Emphasis Set high expectations for your students and encourage the whole school to do the same; emphasize positive relations with the school community.

Teacher Variables If possible, teach in a school with the positive qualities of collective efficacy, teacher empowerment, sense of affiliation.

Principal Leadership If possible, teach in a school with the positive qualities of collegiality, high morale, and clearly conveyed goals.

Social-Familial Influences

 Examples

Parental Involvement Support parents in supporting their children’s learning.

Peer Influences Create class and school norms that honor achievement, encourage peer support, and discourage peer conflict.

Other ReferencesOther References

Corno, L. (2008). On teaching adaptively. Educational Psychologist, 43, 161–173.

Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S. L., & Clarke-Stewart, K. A. (2010). Instruction, teacher–student relations, and math achievement trajectories in elementary school. Journal of Educational Psychology, 102, 407–417.

 

Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638.

 

Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach, Review of Educational Research, 81, 493-529.