Pedagoo London 2014

40 %
60 %
Information about Pedagoo London 2014
Education

Published on March 8, 2014

Author: didau

Source: slideshare.net

From error springs insight. Erring [is] vital to any process of invention and creation. How can we trust when perception is accurate and when it is not? We cannot. Katherine Schultz, Being Wrong

The Illusion of Naïve Realism Katherine Schultz, Being Wrong

The Illusion of Naïve Realism Katherine Schultz, Being Wrong

•  Our brains are not rational or logical: we protect ourselves from being wrong –  Confirmation bias –  The Illusion of Asymmetric Insight –  The Backfire Effect –  Sunk Cost Fallacy –  The Anchoring Effect David McRaney, You Are Not So Smart

•  You can see learning •  Increasing pupils’ performance is a good thing •  Outstanding lessons are a good thing •  Feedback is always good (AfL)

•  We can only infer learning from performance •  Performance is a very poor indicator of learning •  Reducing performance might actually increase learning

The input/output myth We believe “engaging in learning activities…transfers the content of the activity to the mind of the student… as learning occurs, so does forgetting… learning takes time and is not encapsulated in the visible here-and-now of classroom activities.” Graham Nuthall

Rob Coe

Introducing difficulties at the point of acquisition increases long term retention and transfer.

Storage strength The (New) Theory of Disuse   Telephone number you had 20 years ago Old friend’s telephone number What you learn in this session New friend’s telephone number Retrieval strength

•  Increasing retrieval strength only improves performance •  Increasing storage strength depends on the power of forgetting: –  Spacing –  Interleaving –  Variability –  Testing

Hermann Ebbinghaus, 1885

Topic 2 Topic 3 Topic 4 Topic 5 Topic 6 Topic 3 Topic 1 Topic 4 Topic 2 Topic 1 Topic 2 Topic 4 Topic 3 Topic 5 Topic 1 Topic 6 Topic 1 Topic 3 Topic 4 Topic 6 Topic 2 Topic 5 Blocking vs interleaving Topic 5 Topic 6

Which study pattern will result in the best test results? 1.  STUDY STUDY STUDY STUDY – TEST 2.  STUDY STUDY STUDY TEST – TEST 3.  STUDY STUDY TEST TEST – TEST 4.  STUDY TEST TEST TEST - TEST

•  •  •  •  •  •  •  •  •  •  Sustained & rapid progress ✗ Consistently high expectations ✓ Excellent subject knowledge ✓ Systematic, accurate assessment ? Well judged, imaginative teaching strategies ? Sharply focused & timely support ? Enthusiasm, participation & commitment ? Resilience, confidence & independence ? Frequent & consistently high quality feedback ✗ Engagement, courtesy, collaboration & ? cooperation

•  ‘Outstanding’ lessons focus on performance at the expense of learning •  There is no such thing as an outstanding lesson •  Don’t get me started on lesson grades!

The power of feedback Feedback indicates performance… Response type exceeds goal falls short of goal Exert less effort Increase effort Change goal Increase aspiration Reduce aspiration Abandon goal Decide goal is too easy Decide goal is too hard Feedback is ignored Feedback is ignored Change behaviour Reject feedback Dylan Wiliam

Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Simply providing more feedback is not the answer, because it is necessary to consider the nature of the feedback, the timing, and how the student ‘receives’ this feedback (or, better, actively seeks the feedback)

With inefficient learners, it is better for a teacher to provide elaborations through instruction than to provide feedback on poorly understood concepts…  Feedback can only build on something; it is of little use when there is no initial learning or surface information.

•  Empirical evidence suggests that delaying, reducing, and summarizing feedback can be better for long-term learning than providing immediate, trial-by-trial feedback. •  Numerous studies—some of them dating back decades—have shown that frequent and immediate feedback can, contrary to intuition, degrade learning.

•  Working memory is severely limited •  Experts think differently to novices •  Our brains are not designed for thinking.

@websofsubstance  

@websofsubstance  

@websofsubstance  

•  Abandon the Cult of Outstanding •  Be careful about how we give feedback •  Introduce ‘desirable difficulties’ •  Question all your assumptions – be prepared to ‘murder your darlings’

David Didau @LearningSpy www.learningspy.co.uk ddidau@gmail.com

Add a comment

Related presentations

Related pages

Pedagoo.org

Pedagoo . Pedagoo@PL . PedagooEvents . PedagooFriday . PedagooGlasgow . PedagooLocal . PedagooLondon . PedagooPeebles ...
Read more

TeachMeet / PedagooLondon 2014

#PedagooLondon 2014 - Saturday 8th March . Saturday 8nd March 2014. Day Workshops 12 - 4.30pm at the Institute of Education. 20 Bedford Way, London ...
Read more

Pedagoo London 2014 - Hubslide

Pedagoo London 2014. of 29. Pedagoo London 2014
Read more

Pedagoo London Storify | Pedagoo.org

Pedagoo London Storify. ... 2014. 0. I wasn’t able to attend the event at the Institute of Education in London today, ‘Pedagoo London’ but I avidly ...
Read more

#PedagooLondon 2014 (with images, tweets) · ICTEvangelist ...

#PedagooLondon 2014 The tweets from the brilliant open source, free teaching and learning event in London at the Institute of Education: Pedagoo London.
Read more

Pedagoo London 2014 - takenoheedofher.blogspot.com

Last year at Pedagoo London 2013, I pitched up with Daniel Harvey more than a little nervous at being amongst so many people I didn't know, and ...
Read more

Pedagoo London 2014 presentation - Education

Pedagoo London 2014 presentation; Download. of 21
Read more

TeachMeet / Pedagoo London TeachMeet - PBworks

Pedagoo London TeachMeet ... Inspired by the Pedagoo Fringe, ... Evening Traditional TeachMeet: THE GREEN MAN PUB, 383 Euston Road, London NW1 3AU.
Read more

PedagooLondon 2014 Afternoon Sessions Survey

PedagooLondon 2014 Afternoon Sessions * 1. Choose your sessions here. Please write your name (and/or twitter handle if you like) in the box below. Add an ...
Read more