Sunday, February 4, 2018
That's the name of a post by Professor Carl Hendrick at a U.K. based blog called chronotope (covering "education, research and stuff"). Professor Hendrick is also author of a book called What Does This Look Like In The Classroom?: Bridging The Gap Between Research And Practice. Perhaps you'll agree, as I do, that Professor Hendrick's "five things" is a pretty good shortlist of best practices for the classroom that we all need to consult from time to time to keep our teaching on track. As for me, I especially struggle with the one about not spending more time providing written feedback on assignments than my students do reading and implementing it. Unfortunately, I feel as if I lose that battle more often than I win it.
The following is the list though it's highly worthwhile to check out the article itself for Professor Hendrick's full explanation about why each of these principles is so key to effective teaching:
- Motivation doesn’t always lead to achievement, but achievement often leads to motivation.
- Just because students are engaged doesn’t mean they’re learning anything.
- Marking and feedback are not the same thing.
- Feedback should be more work for the recipient than the donor.
- (a) The steps needed to achieve a skill may look very different to the final skill itself.
- (b)There is no such thing as developing a ‘general’ skill (i.e. you can't, for example, teach critical thinking as a discrete skill - it needs to be taught and learned in a context).