2.5: Scientific Teaching in Action

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Workshop Overview

The Scientific Teaching workshop will focus on the use of key elements of scientific teaching (active learning, assessment, and diversity) in conjunction with deliberate practice to understand and identify how language contributes to the complexities of counting in early numeracy . This workshop also demonstrates how to integrate the teaching of subject content with the development of student skills.

Learning Outcomes

Participants will be able to:

engage with elements of scientific teaching and deliberate practice to identify and analyze language that contributes to the complexities of teaching children to count

Key Terms

Active Learning
Deliberate practice
Evidence-based teaching
Backward design
Alignment between formative and summative assessment

Active Learning/Formative Assessment Strategies

Pair share
Small group discussion
Polling
Hands-on manipulatives
Choral response
Independent self-check
Small group discussion/breakout rooms

Pre-Workshop

Background

Deliberate practice posits that to develop expertise or mastery over a subject or skill, for example, it is necessary to spend sufficient time engaged in intentional effort that specifically relates to achievement of that mastery. This perfectly complements Backward Design in that it calls for practice that aligns with intended outcomes. For example, if you intend for students to leave your class proficient with a specific skill, then students have to spend sufficient time practicing that skill. While sitting in class listening to the instructor tell you about mathematical language barriers may take some effort to follow along, the effort is not aligned with the desired outcome of students learning to identify and analyze for themselves the mathematical language that can influence young children’s success with counting. This type of misalignment between desired learning outcomes and class activities is common in passive lecture classes.

Pre-Workshop To Do:

1. Please watch this video on the Science of Teaching here

Post-Workshop

Resources

A digital article, The Making of an Expert, on Harvard Business Review by Ericsson, Prietula and Cokely.

References

Ericsson, K., Krampe, R., Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review 100: 363-406.

Session Slides

The slide deck from today's session is available here. There are notes at the bottom of each slide deck that have more information in them, including additional literature that may be of interest.

MoSI participants should feel free to use any of this material with appropriate attribution.