Job Name: -- /421163t ©2019 by Learning Sciences International. All rights reserved. WHAT DOES THIS LOOK LIKE IN THE CLASSROOM? BRIDGING THE GAP BETWEEN RESEARCH AND PRACTICE CARL HENDRICK AND ROBIN MACPHERSON FOREWORD BY DYLAN WILIAM ILLUSTRATIONS BY OLIVER CAVIGLIOLI In order to view this proof accurately, the Overprint Preview Option must be set to Always in Acrobat Professional or Adobe Reader. Please contact your Customer Service Representative if you have questions about finding this option. Job Name: -- /421163t ©2019 by Learning Sciences International. All rights reserved. Copyright © 2019 by Learning Sciences International Materials appearing here are copyrighted. No part of this book may be reproduced, transmitted, or displayed in any form or by any means (photocopying, digital or electronic transmittal, electronic or mechanical display, or other means) without the prior written permission of the publisher. 1400 Centrepark Blvd., Ste. 1000 West Palm Beach, FL 33401 717.845.6300 email: [email protected] learningsciences.com 23 22 21 20 19 1 2 3 4 5 Publisher's Cataloging-in-Publication Data provided by Five Rainbows Cataloging Services Names: Hendrick, Carl, author. | Macpherson, Robin, author ; Oliver Cavigioli, ....illustrator. Title: What does this look like in the classroom? : bridging the gap between research and ....practice / Carl Hendrick, Robin Macpherson Description: American edition. | West Palm Beach, FL : Learning Sciences, 2017. | ....Previously released in 2017 by John Catt Educational, Woodbridge, England. Identifiers: ISBN 978-1-943920-71-6 (paperback) Subjects: LCSH: Education--Research. | Education--Aims and objectives. | Classroom ....environment. | Effective teaching. | Learning strategies. | Teaching--Methodology. | BISAC: EDUCATION /.Professional Development. | EDUCATION / Research. | EDUCATION / Teaching Methods & Materials / General. ....Classification: LCC LB1028.35 .H46 2017 (print) | DDC 370.71--dc23. In order to view this proof accurately, the Overprint Preview Option must be set to Always in Acrobat Professional or Adobe Reader. Please contact your Customer Service Representative if you have questions about finding this option. Job Name: -- /421163t ©2019 by Learning Sciences International. All rights reserved. “Teachers are eager to use education research, but no one wants to wade through dense academic prose. Happily, this book takes a different approach and provides the ‘human voice’ of leading education thinkers on key issues, and shares their insights in ways that teachers will find relevant to their practice.” Benjamin Riley, executive director of Deans for Impact “The pairings of interviewees are brilliant and, through answering teachers’ questions in a discursive style, each chapter provides a fascinating insight that is often absent from formal papers. Wiliam and Christodoulou, Lemov and Robinson, Weinstein and Kirschner and all the others explore the territory of their expert fields in a way that will encourage all teachers and schools leaders at every career stage to engage with contemporary research and reflect on their own practice at a deep level. A great idea, executed brilliantly.” Tom Sherrington, author, consultant, trainer, former Principal “If you are a teacher or school leader, imagine having the opportunity to ask questions about what could work in your classroom, to some leading researchers and practitioners, based on their critical engagement with research? Carl and Robin have pulled all that together for you in one book. Engagement with research and evidence is the only thing that can protect teachers from fads and trends, the myths of education. This book demonstrates how you can do that, and reduce your workload at the same time.” George Gilchrist, board member, Scottish Parent Teacher Council, former Principal 3 In order to view this proof accurately, the Overprint Preview Option must be set to Always in Acrobat Professional or Adobe Reader. Please contact your Customer Service Representative if you have questions about finding this option. Job Name: -- /421163t ©2019 by Learning Sciences International. All rights reserved. “I read a great many education books. I love the ones that ask the right questions to make me think and challenge my own views. BINGO! Without doubt this book focuses on the questions that we all need to answer; anyone that can influence practice in their school must read this. Quite simply this book will be a big driver to improving my school and I will never become a victim of the Abilene paradox again.” Vic Goddard, Principal of Passmores Academy “This book is marvelous. It’s all too easy for those of us fascinated by thinking, emotion, and motivation to get caught up in lovely theories about these processes. What Does It Look Like in the Classroom? brings us back to reality to focus on the classroom utility of education research, and offers practical applications for teachers and administrators.” Daniel T. Willingham, University of Virginia 4 In order to view this proof accurately, the Overprint Preview Option must be set to Always in Acrobat Professional or Adobe Reader. Please contact your Customer Service Representative if you have questions about finding this option. Job Name: -- /421163t ©2019 by Learning Sciences International. All rights reserved. CONTENTS Foreword ................................................................................6 Acknowledgments..............................................................9 Author profiles .................................................................. 11 Introduction ....................................................................... 16 Chapter 1: Assessment, Grading and Feedback ... 23 Chapter 2: Behavior ......................................................... 45 Chapter 3: Reading and Literacy ................................ 64 Chapter 4: Special Educational Needs .....................85 Chapter 5: Motivation ...................................................104 Chapter 6: Memory and Recall ..................................123 Chapter 7: Classroom Talk and Questioning ........144 Chapter 8: Learning Myths .........................................163 Chapter 9: Technology .................................................187 Chapter 10: Independent Learning .........................203 Conclusion ........................................................................ 219 Appendix ...........................................................................231 5 In order to view this proof accurately, the Overprint Preview Option must be set to Always in Acrobat Professional or Adobe Reader. Please contact your Customer Service Representative if you have questions about finding this option. Job Name: -- /421163t ©2019 by Learning Sciences International. All rights reserved. In order to view this proof accurately, the Overprint Preview Option must be set to Always in Acrobat Professional or Adobe Reader. Please contact your Customer Service Representative if you have questions about finding this option. Job Name: -- /421163t ©2019 by Learning Sciences International. All rights reserved. FOREWORD By Dylan Wiliam; Author, Consultant, Professor Emeritus at UCL Institute of Education In 1999, Paul Black and I were working with a group of math and science teachers. We had just completed a major review of the research on the impact of assessment on learning, and we had published our findings in a rather dense 65-page academic journal article.1 However, since we thought our findings would be of interest to practitioners and policy-makers, we also wrote a more accessible summary of our research, and its implications, which was published in Phi Delta Kappan magazine.2 One of the most surprising findings of our review, which we were sharing with the teachers, related to research on feedback. A particularly comprehensive review of feedback in schools, colleges and workplaces by two American psychologists— Avraham Kluger and Angelo DeNisi—had found that while feedback was often helpful in improving achievement, in 38% of the well-designed studies they had found, feedback actually lowered performance.3 In other words, in almost two out of every five cases, the participants in the research studies would have performed better if the feedback had not been given at all. In trying to makes sense of their findings, Kluger and DeNisi suggested that feedback was less effective when it was focused on the individual (what psychologists call “ego-involving”) and more effective when it was focused on the task in which the students were engaged (“task-involving”). We therefore suggested to the teachers that to make their feedback to students more effective, they should give task-involving rather than ego-involving feedback. 6 In order to view this proof accurately, the Overprint Preview Option must be set to Always in Acrobat Professional or Adobe Reader. Please contact your Customer Service Representative if you have questions about finding this option. Job Name: -- /421163t Foreword ©2019 by Learning Sciences International. All rights reserved. Most of the teachers seemed to find this advice useful, but one teacher, after some thought, asked, “So does this mean I should not say ‘well done’ to a student?” Paul and I looked at each other, and realized that we didn’t know the answer to the question. We knew, from the work of a number of researchers, that in the longer term, praise for effort would be more likely to be successful than praise for ability. However, without knowing more