How Do You Know When A Teaching Strategy Is Most Effective? John Hattie Has An Idea
Why Even Great Teaching Strategies Can Backfire And What To Do About It
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John Hattie Has An Idea","publishDate":1497426040,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Untangling education research can often feel overwhelming, which may be why many research-based practices take a long time to show up in real classrooms. It could also be one reason \u003ca href=\"https://visible-learning.org/john-hattie/\">John Hattie’s\u003c/a> work and book, \u003ca href=\"https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Learning\u003c/a>, appeals to so many educators. Rather than focusing on one aspect of teaching, Hattie synthesizes education research done all over the world in a variety of settings into meta analyses, trying to understand what works in classrooms.\u003c/p>\n\u003cp>He has calculated the effect sizes of every teaching technique from outlining to project-based learning, which often tempts people to believe the strategies with low effect sizes don’t work and the ones with large effect sizes do. But Hattie -- who is director of the Melbourne Educational Research Institute at the University of Melbourne -- is the first to disavow this interpretation of his work. Instead, he and colleague Gregory Donoghue have developed a model of learning that proposes why different strategies may be effective at different stages of the learning cycle.\u003c/p>\n\u003cp>In a presentation at \u003ca href=\"https://www.learningandthebrain.com/education-conferences\">Learning and the Brain\u003c/a> in San Francisco, Hattie noted that most studies measure academic achievement in very narrow ways, so while some strategies have high effect sizes for producing test results, they may not lead to sustained learning. “We do at the moment privilege surface level learning,” Hattie said.\u003c/p>\n\u003cp>But in their \u003ca href=\"https://www.nature.com/articles/npjscilearn201613\" target=\"_blank\" rel=\"noopener noreferrer\">Science of Learning article\u003c/a>, “Learning strategies: a synthesis and conceptual model,” Hattie and Donoghue note that the underlying philosophy of the day-to-day activity of many schools indicates that the “purpose of schooling is to equip students with learning strategies, or the skills of learning how to learn.” Hattie is more concerned with this later definition than of the more narrowly defined achievement, which is why he has attempted to come up with a model of learning that takes into account students’ skills and knowledge, learning dispositions and motivation.\u003c/p>\n\u003cp>Hattie thinks of the three inputs students bring to learning as “skill, will, and thrill.” And, while what a student already knows may be one of the most important parts of academic achievement, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/25/whats-your-learning-disposition-how-to-foster-students-mindsets/\" target=\"_blank\" rel=\"noopener noreferrer\">learning dispositions \u003c/a>and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> are also crucial ingredients and worthy goals in and of themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In fact, if we can increase their sense of love of learning, the thrill, we can increase their sense of self,” Hattie said. In other words, skill, will and thrill, the three inputs students all have, sometimes work in harmony, but even when that doesn’t happen each aspect of a student is worth developing individually, too.\u003cbr>\n\u003cstrong>\u003cbr>\nTHE LEARNING MODEL\u003c/strong>\u003c/p>\n\u003cp>Hattie and Donoghue have tried to take everything they have learned through meta analyses to understand why some strategies that educators swear by, like project-based learning, have low effect sizes in the literature. In their paper and discussions of this proposed model it can seem like a linear progression of learning, but Hattie takes pains to point out that this model is only a conjecture and that the processes he’s describing could be happening in cycles within one learning experience. The Science of Learning paper aims to propose the model, but also points out many ways that some of its claims could be further studied.\u003c/p>\n\u003cp>For Hattie, most learning rests on \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/09/how-to-ensure-students-are-actively-engaged-and-not-just-compliant/\" target=\"_blank\" rel=\"noopener noreferrer\">student understanding of the success criteria\u003c/a> for a learning task. Hattie calls this a “prelearning phase” because if students don’t understand what it will take to be successful, they often act blindly and without motivation. He says that students who are taught the success criteria are more strategic in their choice of learning strategies, and thus more likely to encounter the thrill of success that will lead to reinvestment in learning.\u003c/p>\n\u003cp>“Too often students may know the learning intention, but do not [know] how the teacher is going to judge their performance, or how the teacher knows when or whether students have been successful,” Hattie and Donoghue write in their article. When students understand how they will be evaluated they can also self-evaluate more effectively, a metacognitive skill that can help students become more independent learners.\u003c/p>\n\u003cp>How students gain initial content knowledge that they can then manipulate has long been a discussion among educators. Some argue students need to learn basic information before they can begin to use it. Others say students will learn information when it is critical to a problem or project they are trying to understand.\u003c/p>\n\u003cp>The Hattie/Donoghue learning model dives into that discussion, describing learning strategies that work best at the surface level, and those that help consolidate surface learning, as well as those that develop deep learning and work to consolidate deep learning. Lastly, Hattie and Donoghue deal with the idea of transfer, which broadly means being able to identify similarities and differences between problems and effectively apply previous learning to new situations.\u003c/p>\n\u003cp>The authors describe surface learning as “studying without much reflecting on either purpose or strategy, learning many ideas without necessarily relating them and memorizing facts and procedures routinely.” They say deep learning is characterized by “seeking meaning, relating and extending ideas, looking for patterns and underlying principles, checking evidence and relating it to conclusions, examining arguments cautiously and critically, and becoming actively interested in course content.” They don’t privilege one kind of learning over the other, but rather say surface and deep learning work together.\u003c/p>\n\u003cp>When students are acquiring their first knowledge about a topic, there are some learning strategies that seem to work regardless of the content area. Organizing, outlining and summarizing information can help students master surface level content. But Hattie says to consolidate that initial learning, “effort and deliberate practice is critical.” At this stage \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/25/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\" rel=\"noopener noreferrer\">overlearning strategies\u003c/a> like practice tests, giving and receiving feedback, and \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/28/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">spacing practice out over time \u003c/a>are especially helpful. To make consolidation worthwhile the authors stress that practice cannot just be “drill and practice,” but instead must change based on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">feedback\u003c/a>. The point of consolidation is to move the surface knowledge to long-term memory, where it is readily available for future use.\u003c/p>\n\u003cp>“If you’re doing this phase just to pass the test, the surface phase, then it’s not very effective,” Hattie said. “The whole point of overlearning is to go to the deep learning.”\u003c/p>\n\u003cp>When it comes to acquiring deeper learning, “a major purpose is for the student to deliberately activate prior knowledge and then make relations and extensions beyond what they have learned at the surface phase.” Elaboration, strategy monitoring and metacognitive strategies all have strong effect sizes at this stage and enhance learning. Consolidation of deep learning is when \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">working with others\u003c/a> becomes the most powerful, according to this model. Listening to others in discussion and finding ways to connect and extend knowledge are practices that help students realize what they don’t know. Self-questioning and verbalizing, as well as seeking help, are also effective strategies to consolidate deeper learning.\u003c/p>\n\u003cp>But ultimately most teachers and parents want students to learn information and skills so that they can use them in school and life beyond the specific instance when they were taught. The process of transferring knowledge has not been as well studied as other areas, but Hattie said that learning to detect similarities and differences is a key part of making it happen.\u003c/p>\n\u003cp>“After a task, the skill seems to be stopping the student rushing into solving a new problem [by] first asking them to elaborate on the similarities and differences of the two problems (the old and new),” Hattie wrote in an email. “Being more aware of the task constraints/ differences is the key to being successful in transfer.” Much of Hattie’s thinking on transfer is influenced by research done by Ference Marton, whose work is largely qualitative.\u003c/p>\n\u003cp>Interestingly, the only strategy that seemed to work in all four quadrants (acquiring surface, consolidating surface, acquiring deep, consolidating deep) was the \u003ca href=\"http://www.educationworld.com/a_curr/strategy/strategy036.shtml\" target=\"_blank\" rel=\"noopener noreferrer\">jigsaw activity\u003c/a>, which had a large effect size. In a jigsaw activity students are reading new information, discussing it with others who have read the same thing to extend their understanding, and then moving to new groups where they teach peers about what they read and learn new information from group members.\u003c/p>\n\u003cp>\u003cstrong>LEARNING IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Hattie also emphasizes that all of the learning strategies, other than a few surface strategies like outlining, should be taught in the context of content, especially because some may look different depending on the subject area. He’s also aware that the key to this model of learning is to know when to apply each strategy and how to help students develop that understanding as well. While in general Hattie believes that students need to know some information before they can do anything with it, indicating a progression from surface knowledge to deeper understanding and finally to transfer, he admits that “these are fuzzy distinctions” and there is often “much overlap in various phases.”\u003c/p>\n\u003cp>For example, when a student is doing a project on a topic of interest, and thus extending knowledge deeper, he may encounter an aspect that he knew nothing about, at which time he may need to gain a surface understanding of that smaller topic in order to continue the project. In other words, the phases Hattie has laid out often overlap and cycle back on one another and should not be taken as a linear process.\u003c/p>\n\u003cp>Far from being a recipe for the “most effective” teaching strategies, this model of learning relies on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/19/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers' professionalism\u003c/a>. When teachers can identify where in the learning cycle a student is and suggest some strategies that might work well at that point, she can have a bigger impact. Hattie also advocates talking to students about the stages of learning so kids can begin to use the language and recognize the strategies that work for where they are. Too often students continue to use \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/11/three-things-top-performing-students-know-that-their-peers-miss/\" target=\"_blank\" rel=\"noopener noreferrer\">ineffective strategies\u003c/a> because they don’t know others or aren’t aware that the ones they are using aren’t the most effective.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Because of the nature of Hattie’s work -- meta analyses of other people’s studies -- most of the findings have focused on the effectiveness of strategies based on narrow measures of academic achievement. That’s why it’s interesting that in this model for learning, Hattie and Donoghue are pointing out that academic achievement is only one worthy goal of learning. They write:\u003c/p>\n\u003cblockquote>\u003cp>“Our argument is that learning can lead to enhanced skills, dispositions, motivations and excitement that can be reinvested in learning, and can lead to students setting higher standards for their success criteria. When skill, will, and thrill overlap, this should be considered a bonus; developing each is a worthwhile outcome of schooling in its own right.”\u003c/p>\u003c/blockquote>\n\n","blocks":[],"excerpt":"John Hattie proposes a theory to help educators understand why various teaching strategies work at different stages of learning.","status":"publish","parent":0,"modified":1512778535,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1835},"headData":{"title":"How Do You Know When A Teaching Strategy Is Most Effective? John Hattie Has An Idea | KQED","description":"John Hattie proposes a theory to help educators understand why various teaching strategies work at different stages of learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Do You Know When A Teaching Strategy Is Most Effective? John Hattie Has An Idea","datePublished":"2017-06-14T07:40:40.000Z","dateModified":"2017-12-09T00:15:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48112 https://ww2.kqed.org/mindshift/?p=48112","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/","disqusTitle":"How Do You Know When A Teaching Strategy Is Most Effective? John Hattie Has An Idea","path":"/mindshift/48112/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Untangling education research can often feel overwhelming, which may be why many research-based practices take a long time to show up in real classrooms. It could also be one reason \u003ca href=\"https://visible-learning.org/john-hattie/\">John Hattie’s\u003c/a> work and book, \u003ca href=\"https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Learning\u003c/a>, appeals to so many educators. Rather than focusing on one aspect of teaching, Hattie synthesizes education research done all over the world in a variety of settings into meta analyses, trying to understand what works in classrooms.\u003c/p>\n\u003cp>He has calculated the effect sizes of every teaching technique from outlining to project-based learning, which often tempts people to believe the strategies with low effect sizes don’t work and the ones with large effect sizes do. But Hattie -- who is director of the Melbourne Educational Research Institute at the University of Melbourne -- is the first to disavow this interpretation of his work. Instead, he and colleague Gregory Donoghue have developed a model of learning that proposes why different strategies may be effective at different stages of the learning cycle.\u003c/p>\n\u003cp>In a presentation at \u003ca href=\"https://www.learningandthebrain.com/education-conferences\">Learning and the Brain\u003c/a> in San Francisco, Hattie noted that most studies measure academic achievement in very narrow ways, so while some strategies have high effect sizes for producing test results, they may not lead to sustained learning. “We do at the moment privilege surface level learning,” Hattie said.\u003c/p>\n\u003cp>But in their \u003ca href=\"https://www.nature.com/articles/npjscilearn201613\" target=\"_blank\" rel=\"noopener noreferrer\">Science of Learning article\u003c/a>, “Learning strategies: a synthesis and conceptual model,” Hattie and Donoghue note that the underlying philosophy of the day-to-day activity of many schools indicates that the “purpose of schooling is to equip students with learning strategies, or the skills of learning how to learn.” Hattie is more concerned with this later definition than of the more narrowly defined achievement, which is why he has attempted to come up with a model of learning that takes into account students’ skills and knowledge, learning dispositions and motivation.\u003c/p>\n\u003cp>Hattie thinks of the three inputs students bring to learning as “skill, will, and thrill.” And, while what a student already knows may be one of the most important parts of academic achievement, \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/25/whats-your-learning-disposition-how-to-foster-students-mindsets/\" target=\"_blank\" rel=\"noopener noreferrer\">learning dispositions \u003c/a>and \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> are also crucial ingredients and worthy goals in and of themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In fact, if we can increase their sense of love of learning, the thrill, we can increase their sense of self,” Hattie said. In other words, skill, will and thrill, the three inputs students all have, sometimes work in harmony, but even when that doesn’t happen each aspect of a student is worth developing individually, too.\u003cbr>\n\u003cstrong>\u003cbr>\nTHE LEARNING MODEL\u003c/strong>\u003c/p>\n\u003cp>Hattie and Donoghue have tried to take everything they have learned through meta analyses to understand why some strategies that educators swear by, like project-based learning, have low effect sizes in the literature. In their paper and discussions of this proposed model it can seem like a linear progression of learning, but Hattie takes pains to point out that this model is only a conjecture and that the processes he’s describing could be happening in cycles within one learning experience. The Science of Learning paper aims to propose the model, but also points out many ways that some of its claims could be further studied.\u003c/p>\n\u003cp>For Hattie, most learning rests on \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/09/how-to-ensure-students-are-actively-engaged-and-not-just-compliant/\" target=\"_blank\" rel=\"noopener noreferrer\">student understanding of the success criteria\u003c/a> for a learning task. Hattie calls this a “prelearning phase” because if students don’t understand what it will take to be successful, they often act blindly and without motivation. He says that students who are taught the success criteria are more strategic in their choice of learning strategies, and thus more likely to encounter the thrill of success that will lead to reinvestment in learning.\u003c/p>\n\u003cp>“Too often students may know the learning intention, but do not [know] how the teacher is going to judge their performance, or how the teacher knows when or whether students have been successful,” Hattie and Donoghue write in their article. When students understand how they will be evaluated they can also self-evaluate more effectively, a metacognitive skill that can help students become more independent learners.\u003c/p>\n\u003cp>How students gain initial content knowledge that they can then manipulate has long been a discussion among educators. Some argue students need to learn basic information before they can begin to use it. Others say students will learn information when it is critical to a problem or project they are trying to understand.\u003c/p>\n\u003cp>The Hattie/Donoghue learning model dives into that discussion, describing learning strategies that work best at the surface level, and those that help consolidate surface learning, as well as those that develop deep learning and work to consolidate deep learning. Lastly, Hattie and Donoghue deal with the idea of transfer, which broadly means being able to identify similarities and differences between problems and effectively apply previous learning to new situations.\u003c/p>\n\u003cp>The authors describe surface learning as “studying without much reflecting on either purpose or strategy, learning many ideas without necessarily relating them and memorizing facts and procedures routinely.” They say deep learning is characterized by “seeking meaning, relating and extending ideas, looking for patterns and underlying principles, checking evidence and relating it to conclusions, examining arguments cautiously and critically, and becoming actively interested in course content.” They don’t privilege one kind of learning over the other, but rather say surface and deep learning work together.\u003c/p>\n\u003cp>When students are acquiring their first knowledge about a topic, there are some learning strategies that seem to work regardless of the content area. Organizing, outlining and summarizing information can help students master surface level content. But Hattie says to consolidate that initial learning, “effort and deliberate practice is critical.” At this stage \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/25/how-does-the-brain-learn-best-smart-studying-strategies/\" target=\"_blank\" rel=\"noopener noreferrer\">overlearning strategies\u003c/a> like practice tests, giving and receiving feedback, and \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/28/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">spacing practice out over time \u003c/a>are especially helpful. To make consolidation worthwhile the authors stress that practice cannot just be “drill and practice,” but instead must change based on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">feedback\u003c/a>. The point of consolidation is to move the surface knowledge to long-term memory, where it is readily available for future use.\u003c/p>\n\u003cp>“If you’re doing this phase just to pass the test, the surface phase, then it’s not very effective,” Hattie said. “The whole point of overlearning is to go to the deep learning.”\u003c/p>\n\u003cp>When it comes to acquiring deeper learning, “a major purpose is for the student to deliberately activate prior knowledge and then make relations and extensions beyond what they have learned at the surface phase.” Elaboration, strategy monitoring and metacognitive strategies all have strong effect sizes at this stage and enhance learning. Consolidation of deep learning is when \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/10/how-students-critiquing-one-anothers-work-raises-the-quality-bar/\" target=\"_blank\" rel=\"noopener noreferrer\">working with others\u003c/a> becomes the most powerful, according to this model. Listening to others in discussion and finding ways to connect and extend knowledge are practices that help students realize what they don’t know. Self-questioning and verbalizing, as well as seeking help, are also effective strategies to consolidate deeper learning.\u003c/p>\n\u003cp>But ultimately most teachers and parents want students to learn information and skills so that they can use them in school and life beyond the specific instance when they were taught. The process of transferring knowledge has not been as well studied as other areas, but Hattie said that learning to detect similarities and differences is a key part of making it happen.\u003c/p>\n\u003cp>“After a task, the skill seems to be stopping the student rushing into solving a new problem [by] first asking them to elaborate on the similarities and differences of the two problems (the old and new),” Hattie wrote in an email. “Being more aware of the task constraints/ differences is the key to being successful in transfer.” Much of Hattie’s thinking on transfer is influenced by research done by Ference Marton, whose work is largely qualitative.\u003c/p>\n\u003cp>Interestingly, the only strategy that seemed to work in all four quadrants (acquiring surface, consolidating surface, acquiring deep, consolidating deep) was the \u003ca href=\"http://www.educationworld.com/a_curr/strategy/strategy036.shtml\" target=\"_blank\" rel=\"noopener noreferrer\">jigsaw activity\u003c/a>, which had a large effect size. In a jigsaw activity students are reading new information, discussing it with others who have read the same thing to extend their understanding, and then moving to new groups where they teach peers about what they read and learn new information from group members.\u003c/p>\n\u003cp>\u003cstrong>LEARNING IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Hattie also emphasizes that all of the learning strategies, other than a few surface strategies like outlining, should be taught in the context of content, especially because some may look different depending on the subject area. He’s also aware that the key to this model of learning is to know when to apply each strategy and how to help students develop that understanding as well. While in general Hattie believes that students need to know some information before they can do anything with it, indicating a progression from surface knowledge to deeper understanding and finally to transfer, he admits that “these are fuzzy distinctions” and there is often “much overlap in various phases.”\u003c/p>\n\u003cp>For example, when a student is doing a project on a topic of interest, and thus extending knowledge deeper, he may encounter an aspect that he knew nothing about, at which time he may need to gain a surface understanding of that smaller topic in order to continue the project. In other words, the phases Hattie has laid out often overlap and cycle back on one another and should not be taken as a linear process.\u003c/p>\n\u003cp>Far from being a recipe for the “most effective” teaching strategies, this model of learning relies on \u003ca href=\"https://ww2.kqed.org/mindshift/2017/03/19/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it/\" target=\"_blank\" rel=\"noopener noreferrer\">teachers' professionalism\u003c/a>. When teachers can identify where in the learning cycle a student is and suggest some strategies that might work well at that point, she can have a bigger impact. Hattie also advocates talking to students about the stages of learning so kids can begin to use the language and recognize the strategies that work for where they are. Too often students continue to use \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/11/three-things-top-performing-students-know-that-their-peers-miss/\" target=\"_blank\" rel=\"noopener noreferrer\">ineffective strategies\u003c/a> because they don’t know others or aren’t aware that the ones they are using aren’t the most effective.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Because of the nature of Hattie’s work -- meta analyses of other people’s studies -- most of the findings have focused on the effectiveness of strategies based on narrow measures of academic achievement. That’s why it’s interesting that in this model for learning, Hattie and Donoghue are pointing out that academic achievement is only one worthy goal of learning. They write:\u003c/p>\n\u003cblockquote>\u003cp>“Our argument is that learning can lead to enhanced skills, dispositions, motivations and excitement that can be reinvested in learning, and can lead to students setting higher standards for their success criteria. When skill, will, and thrill overlap, this should be considered a bonus; developing each is a worthwhile outcome of schooling in its own right.”\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48112/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_939","mindshift_21072","mindshift_20784","mindshift_1040","mindshift_20772","mindshift_21082","mindshift_256","mindshift_21090"],"featImg":"mindshift_48420","label":"mindshift"},"mindshift_47712":{"type":"posts","id":"mindshift_47712","meta":{"index":"posts_1591205157","site":"mindshift","id":"47712","score":null,"sort":[1489983147000]},"guestAuthors":[],"slug":"why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it","title":"Why Even Great Teaching Strategies Can Backfire And What To Do About It","publishDate":1489983147,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Educators often look for classroom inspiration from instructional strategies that “work,” focusing on how many students improved based on a given strategy. While that’s important and helpful, focusing only on how a strategy works, without examining why it didn’t work for some learners, is a missed opportunity. Examining the conditions when a strategy is ineffective or unintentionally misleads students doesn’t necessarily mean teachers should abandon that strategy altogether, but it does help them plan ahead for how it might backfire.\u003c/p>\n\u003cp>“What seems to be a great way to learn for the teachers, the students, the instructional designers is often a great way to learn,” said \u003ca href=\"https://ed.stanford.edu/faculty/danls\" target=\"_blank\" rel=\"noopener noreferrer\">Daniel Schwartz\u003c/a>, dean of Stanford’s Graduate School of Education, at the \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain\u003c/a> conference in San Francisco. “But sometimes it’s a horrible way to learn.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'The scientists can give you certain laws about learning, but they can't put it together into instruction.'\u003ccite>Dan Schwartz, Dean of Stanford Graduate School of Education\u003c/cite>\u003c/aside>\n\u003cp>There are many examples in education of ideas implemented as though they were gospel backfiring because educators lost sight of the nuances. Rewards are a commonly misapplied tool in education, for example. Simple behavior theory predicts that rewards produce more of a desired behavior, while punishments yield less undesirable behavior. But a \u003ca href=\"https://psycnet.apa.org/record/1974-10497-001\" target=\"_blank\" rel=\"noopener noreferrer\">famous study by Mark Lepper, David Greene and Richard Nisbett\u003c/a> found that misapplied rewards can have disastrous consequences for intrinsic motivation.\u003c/p>\n\u003cp>For their study, Lepper, Greene and Nisbett first observed a preschool classroom for baseline observations and found that drawing was one of the most popular activities. They wanted to test intrinsic versus extrinsic rewards, so they put out felt-tipped markers (a big treat) at the art table and told one group of students that if they chose drawing during free play time they would get a certificate with a gold seal on it. A second group was not told about the reward, but after making art they received one. The third group was neither told about the rewards nor received one. After a week or two, the researchers again put out the felt-tipped markers and observed from behind a one-way mirror what activities the children chose to play with on their own.\u003c/p>\n\u003cp>Children in the reward condition chose to draw much less during a three-hour play period than either of the other two conditions. What happened? “The [certificate] replaced the satisfaction of drawing,” Schwartz said. “When there was no more reward, the kids didn’t want to draw.” And, interestingly, when kids were being rewarded for their drawings, they produced less creative work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another example is the commonly believed notion that treating each case as unique is a good problem-solving strategy. But this, too, can be misapplied. “Sometimes you design instruction that leads students to inadvertently do the wrong thing,” Schwartz said.\u003c/p>\n\u003cp>In \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/04/Seeking-the-General-Explanation-Offprint-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">one study\u003c/a> done with college undergraduates, physics students were learning about how magnets affect electric current. They were given three cases of how a magnet interacted with a lightbulb attached to a wire loop. In Case A, the magnet moved right and the lightbulb lit up. In Case B, the magnet moved up and the lightbulb did not light up. In Case C, the magnet was flipped and the light went on.\u003c/p>\n\u003cp>Students were asked to come up with one account that could explain all three cases. They were placed in two groups, one of which was asked to use the “Predict-Observe-Explain” (POE) strategy, common in science education. This is a difficult problem and only about 30 percent of the control group got the correct answer: the lightbulb lights up with a change to the x-vector of the magnetic field. However, only one student was able to get the right answer in the POE group.\u003c/p>\n\u003cp>The researchers found that when students used POE, they treated each case as separate and weren’t looking for patterns across the cases. Schwartz said another way the each-case-is-unique idea can go wrong is when students are doing problem sets. They often treat each problem separately, instead of thinking about how they relate.\u003c/p>\n\u003cp>This is an example of what Schwartz calls a “learning frailty,” or things students are likely to do and that teachers can predict and plan to circumvent. To do this, teachers often have to explicitly tell students what the frailty is and advise them not to give into it. “You have to address what you want them to do, but also what you don’t want them to do,” Schwartz said.\u003c/p>\n\u003cp>\u003cstrong>INVESTIGATING LEARNING FRAILTIES\u003c/strong>\u003c/p>\n\u003cp>Schwartz wanted to know whether he could teach students to seek constructive feedback and to explore a space before prematurely settling on an idea, both strategies found to improve learning. He inserted an intervention into the setup of design thinking activities that 200 sixth-graders were doing in math, social studies and science. Students went through a design cycle where they were told to explore materials and ideas, generate solutions, create prototypes and reflect on the process.\u003c/p>\n\u003cp>One group was told that at each stage of the design process, they should seek constructive criticism on their idea. They were also told to avoid the learning frailty, “we like to hear what we have done well,” in favor of criticism that would help them improve. The other half were told that at each stage of the design process they should resist the temptation to settle on the first idea (the learning frailty), and instead to try multiple ideas before picking one.\u003c/p>\n\u003cp>Measuring whether these interventions taught the students to use the strategy on their own was tricky because Schwartz and his team were interested in whether students would recognize the value in the strategy and choose to use it on their own when they weren’t explicitly told to do so. They needed a way to measure choice, not knowledge, so they chose a game format.\u003c/p>\n\u003cfigure id=\"attachment_47716\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://aaalab.stanford.edu/research/new-models-of-assessment/choice-based-assessments/\">\u003cimg class=\"size-large wp-image-47716\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png\" alt=\"Screenshot from Schwartz' feedback game. Students could choose to either hear positive or negative feedback on their posters.\" width=\"640\" height=\"412\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-800x515.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-768x494.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-960x617.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-240x154.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-375x241.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-520x334.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot.png 1121w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screen shot from Schwartz's feedback game. Students could choose to either hear positive or negative feedback on their posters. \u003ccite>(Courtesy Dan Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The seeking-criticism group played a game in which they are hired to make posters for booths at a school fair. The game offers various tools kids can use to create the posters, and then students present their first draft to a focus group of animals that provide feedback that includes praise as well as constructive criticism. Students read the feedback, make changes to the poster, and then see how many tickets they sold. Researchers were looking for \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/08/4091-19508-1-PB.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">how often students chose to hear more feedback\u003c/a> from the focus group and made changes to their posters as part of their process.\u003c/p>\n\u003cp>“The more feedback you choose in this game, the more likely you do well on the California standardized tests,” Schwartz said. He also found that lower-achieving kids weren’t using this strategy before the intervention, but after the design thinking project they recognized its power and did use the strategy more. Kids who were already high achievers were already using this strategy, so it didn’t make much difference.\u003c/p>\n\u003cp>Similarly, Schwartz designed a game for the group that was asked to design in parallel instead of choosing the first idea they had. In the game, students are photographers with a variety of settings on their cameras. The game measured how many different camera settings students tried before settling on their final version. And, once again, kids who had not previously used the “exploring the space” strategy did improve.\u003c/p>\n\u003cp>“You want to teach students what to do and what to avoid. And acknowledge why you’d want to avoid it,” Schwartz said. Another common learning frailty is to do the thing that takes the least time. Teachers can try to circumvent the frailty by explaining why a better strategy, while more time-consuming, will pay off in the end.\u003c/p>\n\u003cp>Schwartz is wary of anyone who says teachers should never lecture, or never give rewards because it is “bad pedagogy.” “The key here is understanding that these instructional moves are good. You just have to figure out when,” Schwartz said. Rewards work well to incentivize something students don’t like to do, but educators have to be careful about unintentionally reinforcing the idea that whatever is being rewarded is work and therefore not fun.\u003c/p>\n\u003cp>Similarly, some educators argue that telling students information is wrong or anti-constructivist, but there is a time and a place for telling students information, a relatively efficient way to transfer knowledge. Schwartz and Bransford \u003ca href=\"http://aaalab.stanford.edu/papers/time_for_telling.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">completed a study\u003c/a> in 1998 showing that when college students analyzed contrasting data sets from classic psychology experiments and then read a text or listened to a lecture about why those experiments were important to the development of psychology, they were more prepared to understand and contextualize the new information. The students were then better able to grasp the outcomes of a similar set of data a week later, as compared to students who had summarized the information before the lecture. The analyze-and-lecture condition also predicted more accurately than students in a condition who analyzed the data twice.\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES THIS MEAN FOR TEACHERS?\u003c/strong>\u003c/p>\n\u003cp>Ultimately, Schwartz’s warning about unintended consequences of instruction is a rallying cry for teacher professionalism. “The science points out what’s necessary; the trick is making instruction where that component sits in an environment that’s sufficient for learning,” Schwartz said. For example, scientists can prove that overwhelming students’ cognitive load is bad. But reduce cognitive load too much and students are bored. That’s why teachers are so important; they are the investigators carefully taking note of how different students respond to strategies in the classroom, and are constantly tweaking ideas to improve them.\u003c/p>\n\u003cp>“The scientists can give you certain laws about learning, but they can’t put it together into instruction,” Schwartz said. They understand the neuroscience, not how to translate it into a classroom environment. That’s why Schwartz believes the most important thing for good instruction is for the teacher to be an “adaptive expert,” someone who is constantly reflecting, and learning from what he or she has tried in the past. Adaptive experts have growth mindsets about their teaching, whereas “routine experts” get good at one way and repeat it over and over.\u003c/p>\n\u003cp>“You develop a great deal of expertise by designing instruction and looking at the outcomes of the instruction,” Schwartz said. “You as the teacher need to think about this as a creative endeavor.” Observing how students interpret a lesson and thinking through what learning frailties may have led them in the wrong direction is one way to try to avoid unintended consequences of instruction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This discussion of instruction misfiring may feel frustrating for educators looking for tried-and-true research-based strategies, but it also reaffirms the importance of educators’ expertise in the classroom. The one guideline Schwartz offers is that often when the rationale for an instructional strategy is to save time or be more efficient, the likelihood of an instructional backfire is high. Resorting to only telling students things, rewarding them for doing what you want them to do and oversimplifying are all ways this can happen.\u003c/p>\n\n","blocks":[],"excerpt":"Teaching isn't always about knowing the best strategies. Sometimes it's more about when to use which strategy with an eye to any unintended consequences.","status":"publish","parent":0,"modified":1584135000,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1932},"headData":{"title":"Why Even Great Teaching Strategies Can Backfire And What To Do About It | KQED","description":"Teaching isn't always about knowing the best strategies. Sometimes it's more about when to use which strategy with an eye to any unintended consequences.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Even Great Teaching Strategies Can Backfire And What To Do About It","datePublished":"2017-03-20T04:12:27.000Z","dateModified":"2020-03-13T21:30:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47712 https://ww2.kqed.org/mindshift/?p=47712","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/19/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it/","disqusTitle":"Why Even Great Teaching Strategies Can Backfire And What To Do About It","path":"/mindshift/47712/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Educators often look for classroom inspiration from instructional strategies that “work,” focusing on how many students improved based on a given strategy. While that’s important and helpful, focusing only on how a strategy works, without examining why it didn’t work for some learners, is a missed opportunity. Examining the conditions when a strategy is ineffective or unintentionally misleads students doesn’t necessarily mean teachers should abandon that strategy altogether, but it does help them plan ahead for how it might backfire.\u003c/p>\n\u003cp>“What seems to be a great way to learn for the teachers, the students, the instructional designers is often a great way to learn,” said \u003ca href=\"https://ed.stanford.edu/faculty/danls\" target=\"_blank\" rel=\"noopener noreferrer\">Daniel Schwartz\u003c/a>, dean of Stanford’s Graduate School of Education, at the \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Learning and the Brain\u003c/a> conference in San Francisco. “But sometimes it’s a horrible way to learn.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'The scientists can give you certain laws about learning, but they can't put it together into instruction.'\u003ccite>Dan Schwartz, Dean of Stanford Graduate School of Education\u003c/cite>\u003c/aside>\n\u003cp>There are many examples in education of ideas implemented as though they were gospel backfiring because educators lost sight of the nuances. Rewards are a commonly misapplied tool in education, for example. Simple behavior theory predicts that rewards produce more of a desired behavior, while punishments yield less undesirable behavior. But a \u003ca href=\"https://psycnet.apa.org/record/1974-10497-001\" target=\"_blank\" rel=\"noopener noreferrer\">famous study by Mark Lepper, David Greene and Richard Nisbett\u003c/a> found that misapplied rewards can have disastrous consequences for intrinsic motivation.\u003c/p>\n\u003cp>For their study, Lepper, Greene and Nisbett first observed a preschool classroom for baseline observations and found that drawing was one of the most popular activities. They wanted to test intrinsic versus extrinsic rewards, so they put out felt-tipped markers (a big treat) at the art table and told one group of students that if they chose drawing during free play time they would get a certificate with a gold seal on it. A second group was not told about the reward, but after making art they received one. The third group was neither told about the rewards nor received one. After a week or two, the researchers again put out the felt-tipped markers and observed from behind a one-way mirror what activities the children chose to play with on their own.\u003c/p>\n\u003cp>Children in the reward condition chose to draw much less during a three-hour play period than either of the other two conditions. What happened? “The [certificate] replaced the satisfaction of drawing,” Schwartz said. “When there was no more reward, the kids didn’t want to draw.” And, interestingly, when kids were being rewarded for their drawings, they produced less creative work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another example is the commonly believed notion that treating each case as unique is a good problem-solving strategy. But this, too, can be misapplied. “Sometimes you design instruction that leads students to inadvertently do the wrong thing,” Schwartz said.\u003c/p>\n\u003cp>In \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/04/Seeking-the-General-Explanation-Offprint-1.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">one study\u003c/a> done with college undergraduates, physics students were learning about how magnets affect electric current. They were given three cases of how a magnet interacted with a lightbulb attached to a wire loop. In Case A, the magnet moved right and the lightbulb lit up. In Case B, the magnet moved up and the lightbulb did not light up. In Case C, the magnet was flipped and the light went on.\u003c/p>\n\u003cp>Students were asked to come up with one account that could explain all three cases. They were placed in two groups, one of which was asked to use the “Predict-Observe-Explain” (POE) strategy, common in science education. This is a difficult problem and only about 30 percent of the control group got the correct answer: the lightbulb lights up with a change to the x-vector of the magnetic field. However, only one student was able to get the right answer in the POE group.\u003c/p>\n\u003cp>The researchers found that when students used POE, they treated each case as separate and weren’t looking for patterns across the cases. Schwartz said another way the each-case-is-unique idea can go wrong is when students are doing problem sets. They often treat each problem separately, instead of thinking about how they relate.\u003c/p>\n\u003cp>This is an example of what Schwartz calls a “learning frailty,” or things students are likely to do and that teachers can predict and plan to circumvent. To do this, teachers often have to explicitly tell students what the frailty is and advise them not to give into it. “You have to address what you want them to do, but also what you don’t want them to do,” Schwartz said.\u003c/p>\n\u003cp>\u003cstrong>INVESTIGATING LEARNING FRAILTIES\u003c/strong>\u003c/p>\n\u003cp>Schwartz wanted to know whether he could teach students to seek constructive feedback and to explore a space before prematurely settling on an idea, both strategies found to improve learning. He inserted an intervention into the setup of design thinking activities that 200 sixth-graders were doing in math, social studies and science. Students went through a design cycle where they were told to explore materials and ideas, generate solutions, create prototypes and reflect on the process.\u003c/p>\n\u003cp>One group was told that at each stage of the design process, they should seek constructive criticism on their idea. They were also told to avoid the learning frailty, “we like to hear what we have done well,” in favor of criticism that would help them improve. The other half were told that at each stage of the design process they should resist the temptation to settle on the first idea (the learning frailty), and instead to try multiple ideas before picking one.\u003c/p>\n\u003cp>Measuring whether these interventions taught the students to use the strategy on their own was tricky because Schwartz and his team were interested in whether students would recognize the value in the strategy and choose to use it on their own when they weren’t explicitly told to do so. They needed a way to measure choice, not knowledge, so they chose a game format.\u003c/p>\n\u003cfigure id=\"attachment_47716\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://aaalab.stanford.edu/research/new-models-of-assessment/choice-based-assessments/\">\u003cimg class=\"size-large wp-image-47716\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png\" alt=\"Screenshot from Schwartz' feedback game. Students could choose to either hear positive or negative feedback on their posters.\" width=\"640\" height=\"412\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-1020x656.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-160x103.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-800x515.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-768x494.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-960x617.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-240x154.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-375x241.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot-520x334.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/03/posterlet-screenshot.png 1121w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screen shot from Schwartz's feedback game. Students could choose to either hear positive or negative feedback on their posters. \u003ccite>(Courtesy Dan Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The seeking-criticism group played a game in which they are hired to make posters for booths at a school fair. The game offers various tools kids can use to create the posters, and then students present their first draft to a focus group of animals that provide feedback that includes praise as well as constructive criticism. Students read the feedback, make changes to the poster, and then see how many tickets they sold. Researchers were looking for \u003ca href=\"https://aaalab.stanford.edu/wp-content/uploads/2015/08/4091-19508-1-PB.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">how often students chose to hear more feedback\u003c/a> from the focus group and made changes to their posters as part of their process.\u003c/p>\n\u003cp>“The more feedback you choose in this game, the more likely you do well on the California standardized tests,” Schwartz said. He also found that lower-achieving kids weren’t using this strategy before the intervention, but after the design thinking project they recognized its power and did use the strategy more. Kids who were already high achievers were already using this strategy, so it didn’t make much difference.\u003c/p>\n\u003cp>Similarly, Schwartz designed a game for the group that was asked to design in parallel instead of choosing the first idea they had. In the game, students are photographers with a variety of settings on their cameras. The game measured how many different camera settings students tried before settling on their final version. And, once again, kids who had not previously used the “exploring the space” strategy did improve.\u003c/p>\n\u003cp>“You want to teach students what to do and what to avoid. And acknowledge why you’d want to avoid it,” Schwartz said. Another common learning frailty is to do the thing that takes the least time. Teachers can try to circumvent the frailty by explaining why a better strategy, while more time-consuming, will pay off in the end.\u003c/p>\n\u003cp>Schwartz is wary of anyone who says teachers should never lecture, or never give rewards because it is “bad pedagogy.” “The key here is understanding that these instructional moves are good. You just have to figure out when,” Schwartz said. Rewards work well to incentivize something students don’t like to do, but educators have to be careful about unintentionally reinforcing the idea that whatever is being rewarded is work and therefore not fun.\u003c/p>\n\u003cp>Similarly, some educators argue that telling students information is wrong or anti-constructivist, but there is a time and a place for telling students information, a relatively efficient way to transfer knowledge. Schwartz and Bransford \u003ca href=\"http://aaalab.stanford.edu/papers/time_for_telling.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">completed a study\u003c/a> in 1998 showing that when college students analyzed contrasting data sets from classic psychology experiments and then read a text or listened to a lecture about why those experiments were important to the development of psychology, they were more prepared to understand and contextualize the new information. The students were then better able to grasp the outcomes of a similar set of data a week later, as compared to students who had summarized the information before the lecture. The analyze-and-lecture condition also predicted more accurately than students in a condition who analyzed the data twice.\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES THIS MEAN FOR TEACHERS?\u003c/strong>\u003c/p>\n\u003cp>Ultimately, Schwartz’s warning about unintended consequences of instruction is a rallying cry for teacher professionalism. “The science points out what’s necessary; the trick is making instruction where that component sits in an environment that’s sufficient for learning,” Schwartz said. For example, scientists can prove that overwhelming students’ cognitive load is bad. But reduce cognitive load too much and students are bored. That’s why teachers are so important; they are the investigators carefully taking note of how different students respond to strategies in the classroom, and are constantly tweaking ideas to improve them.\u003c/p>\n\u003cp>“The scientists can give you certain laws about learning, but they can’t put it together into instruction,” Schwartz said. They understand the neuroscience, not how to translate it into a classroom environment. That’s why Schwartz believes the most important thing for good instruction is for the teacher to be an “adaptive expert,” someone who is constantly reflecting, and learning from what he or she has tried in the past. Adaptive experts have growth mindsets about their teaching, whereas “routine experts” get good at one way and repeat it over and over.\u003c/p>\n\u003cp>“You develop a great deal of expertise by designing instruction and looking at the outcomes of the instruction,” Schwartz said. “You as the teacher need to think about this as a creative endeavor.” Observing how students interpret a lesson and thinking through what learning frailties may have led them in the wrong direction is one way to try to avoid unintended consequences of instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This discussion of instruction misfiring may feel frustrating for educators looking for tried-and-true research-based strategies, but it also reaffirms the importance of educators’ expertise in the classroom. The one guideline Schwartz offers is that often when the rationale for an instructional strategy is to save time or be more efficient, the likelihood of an instructional backfire is high. Resorting to only telling students things, rewarding them for doing what you want them to do and oversimplifying are all ways this can happen.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47712/why-even-great-teaching-strategies-can-backfire-and-what-to-do-about-it","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21072","mindshift_20784","mindshift_21074","mindshift_1040","mindshift_20772","mindshift_20985","mindshift_381","mindshift_79"],"featImg":"mindshift_47714","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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