Effective Teaching

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Effective Teaching

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Educational research examines innovative and effective ways to enhance both teaching and learning in the classroom. It is often assumed that most educators are cognizant of research-based practice, and that the methods and techniques they incorporate in their teaching are hallmarks of best practices. However, the findings of a new study, “What Makes Great Teaching,” conducted by Durham University and reported by the Sutton Trust, debunk some of the myths related to classroom practices that are ineffective and do not facilitate learning.

According to the report, there is a gamut of pedagogic practices that are perpetuated in the classroom despite being ineffective. The Sutton report includes seven teaching strategies that are employed by teachers and are not based on empirical evidence. Some of these myths of classroom practices are as follows:

1.     Showering students with excessive praise accelerates the learning process. Contrary to popular belief, the report says that such praise actually lowers the bars for low performing students.

2.     Forming groups on the basis of students’ abilities makes little or no difference to measurable learning outcomes. Grouping students this way also limits the teacher’s ability to hone on the students’ needs with relative ease and success.

So, what makes teaching or a teacher great? The report delineates several elements that contribute to effective teaching. Some of these factors are:

1.     Teachers’ in-depth knowledge of the subject matter.
2.     Teachers’ knowledge of the myths students may have regarding the academic discipline.
3.     The quality of instruction that subsumes asking frequent and answerable questions, using valid and reliable assessment tools to measure learning outcomes, and scaffolding new learning by building on students’ prior knowledge.

These factors make a definite impact on student success and, therefore, should be incorporated into curriculum design. In addition, supervision with a clearly laid out observation protocol, professional development of the faculty members, and collaborative leadership can all enhance the students’ learning experience in the classroom and improve student success.

The report certainly highlights some of the classroom practices that may impede and/or facilitate learning. We know that great teachers are prudent, eclectic, and do not jump on the bandwagon just because a certain teaching method is popular. Instead, they choose from a smorgasbord of pedagogical methods and techniques to impart knowledge to their students. Clearly, there is no single strategy that works for all students, so great teachers employ effective strategies that enable their students to learn through investigation and discovery.

The findings of this report debunk ineffective pedagogical practices in the classroom. However, it would be more practical if the administration had on-going dialogue with classroom practitioners (and students) and supported the professional development of teachers so that they could incorporate effective pedagogical practices into classroom teaching. After all, the ultimate beneficiaries of educational research are the students though teachers can most certainly benefit from its groundbreaking findings.


Read the full report here:
https://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf


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