Below are descriptions of 4 pillar effective teaching and learning practices that have been selected based on the effect size they have on student performance. While more learning packages outlining other teaching and learning practices have been and continue to be developed, these pillars have proven highly effective.
Reciprocal Teaching
Excerpt from the Reciprocal Teaching learning package presentation: “Reciprocal teaching (RT) is an instructional procedure developed by Palincsar and Brown (1984) to improve students’ text comprehension skills through scaffolded instruction of four comprehension-fostering and comprehension-monitoring strategies (Palincsar & Brown, 1984; Palincsar, David, & Brown, 1989; Rosenshine & Meister, 1994), that is, (a) generating one’s own questions, (b) summarizing parts of the text, (c) clarifying word meanings and confusing text passages, and (d) predicting what might come next in the text. These four strategies are involved in RT in ongoing dialogues between a dialogue leader and the remaining students of the learning group.”
Spörer, N., Brunstein, J. C., & Kieschke, U. L. F. (2009). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272-286.
Feedback
Excerpt from the Feedback learning package presentation: Feedback is information provided by an agent (e.g., teacher, peer, book, parent, self/experience) regarding aspects of one’s performance or understanding.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Spaced vs Massed Practice
Excerpt from the Spaced versus Massed Practice learning package presentation: “Repetition of information improves learning and memory. No surprise there. However, how information is repeated determines the amount of improvement. If information is repeated back to back (massed or blocked presentation), it is often learned quickly but not very securely (i.e. the knowledge fades fast). If information is repeated in a distributed fashion or spaced over time, it is learned more slowly but is retained for much longer.”
Roediger III, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248.
Assessment Capable Learners
Excerpt from the Assessment Capable Learners learning package presentation: “In traditional formative assessment contexts, teachers conduct the assessments, keep records, and track student progress. But in assessment for learning classrooms, we understand that when students self-assess regularly and track and share their progress, their confidence in themselves as learners and their motivation to do well grows along with their rising achievement.”
Stiggins, R., & Chappuis, J. (2008). Enhancing student learning. Direct Administration, 44(1), 42-44.