What is the most effective and expertTeaching and Learning?

Thought Experiment

•Think of something significant and challenging that you have learned to do.

•How were other people part of the learning? How was feedback from the environment, and from other people, important to the learning?

Next Generation Standards are based on Sociocultural learning theory

• Teaching is knowing HOW to teach learners HOW to take on the stances and strategies of experts

• Understanding is about transfer of performance; Knowing HOW to use strategies to make meaning in specific situations

Sociocultural learning theory

• All teaching and learning is relational and occurs in relationship• All knowledge is cultural – knowledge is based on cultural

agreements

• Recent cognitive research shows that we are inherently social and value relationships, reciprocity, social projects

The Apprenticeship Model: The 6 M’s

The only instructional model• That necessarily meets the conditions of flow• That necessarily meets the contract to care• That assists students to conscious competence both

conceptually and procedurally• That leverages social collaboration• IS INQUIRY as cognitive apprenticeship

Other reasons for inquiry as cognitive apprenticeship

Correspondence ConceptSustained Engagement in Sustainable chunksWorks for deep understanding AND applicationReading and writing are forms of inquiry best taught in contexts of inquiry

Insight: Productive Struggle is what leads to growth

WHAT MAKES INSTRUCTIONAL PRACTICE AN EXPRESSION OF ONE THEORY OR ANOTHER?• ULTIMATE GOAL

• WHAT IS IN SERVICE OF WHAT?

• Information is inert; the conceptual gets work done – it is used as a lens and with a strategy (e.g. the 3 theories applied to coaching, to business design, to creating any learning environment)

Curriculum/Teacher Centered• Information Transmission and repetition is the end• One right answer• Information is:• Linear• Accepted• Invariable• Factual• Past Orientation• Fixed Mindset towards learning and towards knowledge• Compliant

Student Centered

• Discovery, Natural Learning on one’s own is the goal• Pursue personal interests; come up with personally satisfying answers• Infinite Individual Answers• Knowledge is a Personal Construction• Present orientation• The present determines all learning possibility• Personal Independence

Learning Centered Apprenticeship into Expertise• TRANSFORMATION of PARTICIPATION: From Novice into Expert

Practice is the goal: Personal and Cultural Transformation• Usable Knowledge Construction • Knowledge is contextual, structured, archived, applied and used• Web-like, extensible • Systematic, verified and justified according to disciplinary

standards• Revisable• Socially constructed• Future orientation• Growth mindset towards all learning and all knowledge

construction (knowledge is always evolving)• Independence within the context of expert practice

Vygotsky

• “Knowing is always implicated by naming!”

• Name it to tame it and to claim it.

• SO, being able to provide procedural feedback is a sign of deep understanding, that one possesses a mental model of expert practice and ways to enact it

Principles of Cognitive Apprenticeship• Create a culture of growth, risk-taking and thinking partnership• Celebrate resources, multiple perspectives, real world connections • Create a culture of inquiry, framing of units as problems to solve,

working towards culminating projects that require and reward threshold knowledge goals

• Create a culture of moving always towards expertise and down the correspondence concept continuum by . . .

• Motivating, modeling, mentoring, monitoring, using multiple modalities and measures

• Using procedural feedback to name expert practices and ways forward towards more expertise

Deliberate Practice and EMPOWER

Procedural FeedbackPrinciples and Practice

Descriptive (Procedural/Causal) Feedback and the Growth Mindset

• The way the author/learner/problem-solver . . . had the effect and consequence of . . . Because . . .

• I wonder what would happen if . . . (you tried this way forward) because . . .

• With writing: Keep, Add, Move, Delete, Change this . . . Because . . .

Insight: Assessment must be immediately applicable: Hillocks; Brookhart; Butler; Black and William

Principle: Inquiry (as cognitive apprenticeship) involves providing feedback at the point of need in a context of use that can be immediately usedPON, JIT

• Is the rigorous apprenticeship into disciplinary expertise!

• And helps students to do what they cannot do YET independently but could do with assistance

Powerful assessment provides descriptions in words – naming is essential to knowing and to transfer

Powerful assessment provides descriptions in words

5. For assessment to be helpful to students, it must inform them in words, NOT numerical scores or letter grades, DESCRIBING what they have done well, what they have not done YET, and concrete suggestions and steps they need to take next in order to improve. THE FEEDBACK NEEDS TO BE PROCEDURAL AND FORWARD ORIENTED, i.e. describe what has been done, and how that EFFORT AND STRATEGY USE led to particular meanings and effects.

HOW DO YOU/COULD YOU PROVIDE MORE DESCRIPTIVE/ PROCEDURAL FEEDBACK? MORE FEEDBACK IN WORDS? PEER PROCEDURAL FEEDBACK IN WORDS? SELF PROCEDURAL-FEEDBACK?

Insight: Critical Performance Standards are compulsory! What does learning and progress look like in actual EXPERT practice? HOW ARE WE PROGRESSING TOWARDS THE CORRESPONDENCE CONCEPT?

PRINCIPLE: MEET THE CORRESPONDENCE CONCEPTCritical Performance Standards are compulsory! Situated cognition: What does learning look like in actual practice?

7. Performance standards are an essential component of effective assessment.

HOW CAN YOU HAVE LEARNERS CREATE DAILY PERFORMANCES AND DELIVERABLES THAT DEMONSTRATE GROWTH ATTAINED AND POINTS OF STRUGGLE, E.G. THROUGH THINK ALOUDS, VISUALS, DRAMA WORK, ORAL CONTRIBUTIONS, WRITTEN QUESTIONS, ETC. BE SPECIFIC ABOUT A UNIT AND TEXT.

PRINCIPLE: Students must be able to articulate and apply critical standards INDEPENDENTLY to the work of professionals, peers, and self

Principle/Insight: Assessment must be motivating and promote a continuing impulse to learn!

Principle/Insight: Assessment must be motivating and promote a continuing impulse to learn!

8. Assessing and reporting student achievement is a caring, sensitive process that requires teachers’ professional judgment SO THAT STUDENTS WILL HAVE A CONTINUING IMPULSE TO ENGAGE AND LEARN AND WILL SEE HOW TO PROCEED.

WHAT ARE SOME IDEAS YOU HAVE FOR YOUR WORK FOR PROVIDING FEEDBACK AND REPORTING IN SUCH A WAY THAT WILL LEAD TO THESE ENDS?

Principle/Insight: Assessment must provide a concrete way forward

Principle/Insight: Assessment must provide a concrete way forward

I wonder what would happen if . . . BECAUSE

How do you/could you provide concrete ways forward and assistance to move forward as part of all feedback and assessment?

Where to next: JP’s lessonwill demonstrate cognitive apprenticeship forbuilding motivation and interestdeveloping genre knowledge about memoir that can be applied in reading and writingdeveloping general understandings/threshold knowledge about narrative

WHEN HE IS DONE, WE WILL PROVIDE PROCEDURAL FEEDBACK TO HIM, FOCUSING ON THE PRACTICE OF COGNITIVE APPRENTICESHIP