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...the model that says ‘learn while you are at school the skills that you will apply during your lifetime’ is no longer tenable. These skills will be obsolete by the time you get into the workplace and need them, except for one skill – the skill of being able to learn. It is the skill of being able, not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they are faced with situations for which they were not specifically prepared.(Papert, 1998) What do we need students to learn?
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Classroom aggregation technologies:
third generation pedagogy
Dylan WiliamInstitute of Education, University of London
...the model that says ‘learn while you are at school the skills that you will apply during your lifetime’ is no longer tenable. These skills will be obsolete by the time you get into the workplace and need them, except for one skill – the skill of being able to learn. It is the skill of being able, not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they are faced with situations for which they were not specifically prepared. (Papert, 1998)
What do we need students to learn?
Preparation for future learning (PFL)
Cannot be taught in isolation from other learning
Students still need the basic skills of literacy, numeracy, concepts and facts
Learning power is developed primarily through pedagogy, not curriculum
We have to change the way teachers teach, not what they teach
Successful educationThe test of successful education is not the amount of knowledge that a pupil takes away from school, but his [sic] appetite to know and his capacity to learn. If the school sends out children with the desire for knowledge and some idea how to acquire it, it will have done its work. Too many leave school with the appetite killed and the mind loaded with undigested lumps of information. The good schoolmaster [sic] is known by the number of valuable subjects which he declines to teach.
(Sir Richard Livingstone, President of Corpus Christi College, Oxford, 1941)
Learning power environments
Key concept: Teachers do not create learning Learners create learning
Teaching as engineering learning environments
Key features: Create student engagement (pedagogies of
engagement) Well-regulated (pedagogies of contingency)
Why pedagogies of engagement?
Intelligence is partly inherited So what?
Intelligence is partly environmental Environment creates intelligence Intelligence creates environment
Learning environments High cognitive demand Inclusive Obligatory
Motivation: cause or effect?
competence
challenge
Flow
apathyboredom
relaxation
arousalanxiety
worry control
high
low
low high
(Csikszentmihalyi, 1990)
Why pedagogies of contingency?
For evaluating institutionsFor describing individualsFor supporting learning
Monitoring learningWhether learning is taking place
Diagnosing (informing) learningWhat is not being learnt
Forming learningWhat to do about it
Effects of formative assessment
Several major reviews of the research Natriello (1987) Crooks (1988) Kluger & DeNisi (1996) Black & Wiliam (1998) Nyquist (2003)
All find consistent, substantial effects
Cost/effect comparisonsIntervention Extra
learningCost/yr/
classroom
Class-size reduction (by 30%) 20% £20k
Increase teacher content knowledge by 1 sd
5% ?
Formative assessment/Assessment for learning
75% £2k
Three generations of pedagogy
First generation Traditional pedagogy
Second generation All student response systems
Third generation Automated aggregation technologies
Five-process architecture
Task selectionTask presentationEvidence elicitationEvidence identificationEvidence accumulation
After Almond, Steinberg and Mislevy (2002)
Evidence elicitation
Single student response systemsAll-student response systems
Flash-cards/dry erase boards Classroom ‘clickers’ Traditional keyboards (wired/wireless) Anoto pens
Anoto pen
Wireless penSpecial coated paperPen ‘knows where it is’
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Palm with wireless keyboard
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Text-based inputLimited task-presentation
capabilityPortable
Classroom ‘clickers’
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Wilson & Draney, 2004
Questioning in science: diagnosis
The ball sitting on the table is not moving. It is not moving because:
A. no forces are pushing or pulling on the ball. B. gravity is pulling down, but the table is in the way.C. the table pushes up with the same force that gravity pulls downD. gravity is holding it onto the table. E. there is a force inside the ball keeping it from rolling off the table
Questioning in math: diagnosis
In which of these right triangles is a2 + b2 = c2 ?
A a
c
b
C b
c
a
E c
b
a
B a
b
c
D b
a
c
F c
a
b
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Discourse®
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www.ets.org/discourse
Evidence capture
Automated essay scoring (e-rater)Paraphrase analysers (c-rater)Graphical analysers (m-rater)
All-student response systems
unstructuredstructured
evidence structure
teacher-mediated
automatedclickers
aggr
egat
ion
ABCDcards
dry-eraseboards
c-rater
Discourse®
latent semantic analysis
Evidence accumulation
Unidimensional student modelsBayesian inference networks
Proficiency model Task model Evidence model Student model
Evidence utilization
Whole-classSub-groups
Homogenous Heterogenous
Individualization
