Peter Atkinson: 7 Research-Based, Classroom-Tested Instructional Practices

Book Review: The Highly Effective Teacher

by Jeff C. Marshall

As the sub-title of The Highly Effective Teacher states, the purpose of this book is to present 7 research-based, classroom-tested practices that foster student achievement. “These teacher actions are presented in the form of a teacher effectiveness measure – the Teacher Intentionality of Practice Scale – or TIPS. (1) Each chapter describes a TIP along with its sub-component actions, and gives classroom examples. Reflective questions are also provided for each TIP along with a rubric.

The opening chapter provides a 28-statement Needs Assessment Instrument so that teachers can determine their greatest areas of need with respect to the 7 classroom-tested practices. Each statement is linked to a specific TIP indicator. The Needs Assessment instrument can be used not only by individual teachers to determine their starting points with the 7 practices but as well collectively by a department or school to establish its professional learning plan. The author stresses the primacy of TIP 1, 2, and 3, stating that if any one of these is among a teacher’s lowest ranking on the Needs Assessment Instrument that the teacher “…should address these more fundamental pedagogical issues before moving on to the other TIPS indicators.” (12)

TIP 1 is Coherent, Connected Learning Progression. A coherent learning plan is one that is connected both to students’ lives and prior knowledge and to the “the bigger picture [of learning] within the discipline and to other disciplines.” (21) To achieve effective learning progression:

a teacher must have a clear sense for each lesson of what he/she expects students to know and be able to do;
lessons need to be “…developmentally and intellectually appropriate for students” (17); and,
lessons need to be tailored to fit the needs of students.

An important sub-component action to help ensure coherent lesson progression is the teacher’s rigorous checking of content knowledge, which may include consulting an content area expert, extensive background reading, and inviting a colleague to observe the teacher’s lesson. Another action is to use an inquiry question that stimulates analysis of the key ideas and connects them to major themes.

TIP 2 is Strategies, Resources, and Technologies that enhance learning. The author emphasizes that teaching strategies should be selected that both engage the learner and transform the learning experience. In selecting strategies, teacher must recognize that “…learner needs are very different from those of past generations.” (28) Strategies such as inquiry-based and project or problem-based learning are recommended, as they support students as active learners. For Marshall, effective classroom strategies “…are predicated on the nonnegotiable idea that students must have the opportunity to explore the concept [to be learned] before the teacher provides a formal explanation.” (31)

The main point the author makes regarding the selection of specific technologies is that teachers need to make “…informed, intentional decisions that are tied to learning and effectiveness.” (35) In other words, they need to avoid the laissez-faire “provide it and they will learn” approach.” (33) Teachers should also avoid the glorified overhead projector syndrome by which a new technology (ie. the interactive whiteboard) is simply substituted for a traditional technology. Marshall recommends the SAMR Model (Substitution, Augmentation, Modification, & Redefinition) as a useful guide for teachers in the selection and use of digital technologies in order to transform learning. While a simple Google search or use of Wikipedia is a simple substitution for the use of an encyclopedia, augmentation technologies such as PowerPoint or Google Slides can be used so that students can apply what they have learned. Modification and redefinition technologies such as iMovie and Google+ “…seek to challenge students to evaluate and create by storytelling, critiquing…” (40)

The SAMR Model

In Chapter 4, Marshall argues that TIP3, Safe, Respectful, Well-Organized Learning Environment, is the most foundational teacher practice: “If you lack a safe, respectful, well-organized learning environment, then you will struggle to succeed with every other indicator.” (13) For the author, effective classroom management is about 2 things – learning flow and effective teacher-student interactions. Suggestions he gives to maintain learning flow include:

Ensure routines and classroom norms are ingrained by spending considerable time at the beginning of the school year establishing and reinforcing them;
Use the last few minutes of class to consolidate learning by “…sense-making, reviewing, debriefing, extending [student] thinking …”; (46) and,
Begin classes with something engaging and substantive ie. a provocative question or hi-lights of interesting lessons to come.

The key to ensuring positive interactions with and among students is for the teacher to “…model the [behaviours] that [he/she] expects students to perform.” (52) The teacher should also have strong presence at all times.

Author Jeff C. Marshall

Highly Effective Teacher Video

TIP 4 is Challenging, Rigorous Learning Experiences, which, for the author, means creating a culture of challenge in the classroom such that students are pushed in their learning beyond their comfort zones but not beyond their abilities. A key to developing a successful culture of challenge is focusing on perseverance. One of the best ways to help students develop perseverance is for the teacher to model it. Marshall writes that, while he challenges his students to always give their best effort and take responsibility for achieving success, he demonstrates his own perseverance in this way:

I also let [students] know that I will do everything in my power to provide a classroom where they can succeed. Further, I make it a miserable experience – not easy – for a student to fail. (58)

In order to promote perseverance with students, the teacher needs to stretch the amount of time students persist with a challenging learning task while never breaking them. The teacher needs to “…gauge when to toss students the life preserver and when to let the students or groups tread water a bit before providing support.” (62)

He does not recommend ability grouping for a couple of reasons. For one, he believes this practice perpetuates stereotypes – as too frequently in the past it was used as “a tool” to separate “white, privileged students” from black students. As well, “…in the real world, we don’t track people…” this way. (64) A better approach he recommends is to differentiate the support within groups. Some students “…may need scaffolding …and others need additional challenges….” (65)

He also recommends interleaved practice as opposed to block practice. In block practice, students are presented with the same types of problems or skills that were modeled or presented by the teacher. Interleaved practice, on the other hand, mixes the new concept with other concepts previously studied.

Chapter 6 describes TIP 5: Interactive, Thoughtful Learning. To ensure a high level of interactivity, teachers need to provide a challenging yet low-stress classroom environment. The author recommends teachers use how and why questions and open-ended statements such as My greatest hope is __________ to stimulate meaningful, engaging conversations. While he stresses the need for students to collaborate through discussions and group projects, he also suggests that there be a balance of time spent in both the interpersonal and intrapersonal worlds: “…they also need to reflect on their progress or demonstrate individual achievement during the intrapersonal aspects of learning.” (72) In particular, he recommends Think-pair-share as a strategy that combines individual reflection and discussion.

According to Marshall, developing a Creative, Problem-Solving Culture (TIP 6) involves 2 important components. The first involves a fundamental paradigm change in instruction: “…instead of the teacher telling and then confirming, the students engage in doing and exploring before the summary … or formal explanation of concepts.” (87) The second re-think that is required is encouraging, not discouraging, student chatter and movement – so they can converse, question, and explore.

Another important ingredient in creating a culture of inquiry is affording students the opportunity to learn from a variety of perspectives. An example the author gives for literature study is exploring various interpretations of a literary work.

The final teaching practice is TIP 7: Monitoring, Assessment, and Feedback That Guide and Inform Instruction and Learning. Marshall identifies the qualities of effective feedback: