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Posts Tagged ‘practice

I heard a few questions from new faculty at a recent pre-semester meeting. The questions revealed how much I take for granted and how much the new folk need to level up.
 

 
One person confused academic integrity with general integrity. Academic integrity is normally about how one writes essays and reports research. We want individuals who are models of overall integrity, of course. But when we focus on assignments and reports, we zoom in on specific aspects of academic integrity like citing, attributing, and not plagiarising.

Another person brought up how students might be confused as to why they had to cooperate in class activities (e.g., co-editing Google Docs) but could not do the same with most summative assignments. While such students bring up a valid argument, we should counter that with accountability. We focus on group accountability with shared documents, but we determine individual accountability with end-of-course essays.

I was glad to hear how a few faculty had started using mobile apps to quiz their students. However, I was dismayed that they focused on the bells and whistles instead of the praxis of feedback or assessment. Such application of educational theory could be the need to monitor learning and/or to provide formative feedback. It should not be about a timer counting down or background music adding tension.

All three examples bring up the importance of being an academic who is literate in pedagogical theory and research. Being a good instructor and facilitator is not just about knowing what works. It is also about knowing why it works.

Praxis is research-informed practice or research that is translated into practice.


Video source

According to this video, there is surprisingly little praxis in the area of classroom management.

Just how little? According to one research group’s analysis, only 0.13% of published research were replications. Replications are studies that test another researcher’s findings and claims. This means that it is easy to make an initial claim and not have it challenged by questions or critique.

That finding affects educators who regularly read academic journals. If they do not, their practice is transmitted and challenged socially by their peers and supervisors.

There is nothing wrong with teachers observing one another and exchanging professional practice. In fact, this needs to happen more often than it already does. But casual or unstructured observations and communications are not research. They do not have the reach or rigour of reputable research journals.

So the next time you attend a workshop or conference with a guru up front making claims that their technique works, ask them what replicated research it is based on. If you do not, I have some snake oil you might like to purchase.

This is my second updated image quote for the week.

Theory without practice is sterile. Practice without theory is blind.

My original image quotable quote was:
Practice without theory is blind. Theory without practice is sterile.

Some might say that the quote is about maintaining a balance between theory and practice. I would go one step further and point out that it is about praxis — the art of putting theory into practice and in doing so possibly generating more useful theory.

Steven Anderson described five reasons why educational research is not commonly used in schools. He then suggested four things teachers could consider about reading, applying, or conducting research.

I could not agree more. In fact, I am guiding and mentoring a group of teachers as they write research papers about their shared experiences. I enjoy the clinic-like sessions as we write, reflect, and revise our work.

But back to the importance of practice-based research. I sum it up with this image quote I made in 2015.

Practice without theory is blind. Theory without practice is sterile.

Who says that you cannot learn from tweets?

While some might seem to concentrate bile in 140 characters, the edu-Twitterverse distills wisdoms. Here are just two that I bookmarked recently.

Teaching is a social process, but that does not make it based on wishy-washy feel good ideas. Effective pedagogy is based on rigorous research and reflective practice.

Teaching Is about digging deep to figure out what is best for learners and how to improve learning. It is not about teaching the way you were taught and with your blinders on.

Thanks to my Twitter PLN, I chanced upon this tweet.

Both my immediate reaction and critical reflection was: Nope, this I don’t like.

I do not have anything against fidget spinners. I do not have anything against practice provided that it is designed based on sound principles, e.g., spaced repetition, interleaving. [1] [2] [3]

It is not enough for teachers to design with just good intent. Their decision-making and implementation must be informed by rigorous research and/or reflective practice.

One design issue discussed in Twitter was that the spinner was meant to be a timer. Spin it, then do as many sums as you can before it stops.

What if the variability of the spinning momentum (some more, some less) an issue?

Is the speed of completion the desired learning outcome?

How is the use of spinners justifiable?

What better alternatives in terms of strategies and tools are there?

I am all for starting with where the learner is at. But my caveat is that the starting point is not to pander. It is to build on prior knowledge or experience and to provide a meaningful challenge.

Teachers may feel the tug of their hearts because they love their students, but they must be led first by their heads. They must first be critically informed or they risk designing in a vacuum and establishing the wrong sort of expectations.

 
Earlier this month, @tucksoon tweeted this CNA article about fake news.

I turn the question on teachers and rephrase it slightly. Do teachers know how to spot bad theory and practice?

Do they know why they should question:

  • Learning styles?
  • Homework?
  • Assessment practices?
  • Digital distinctions?

If not, I share what I have written and curated on:


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