Teaching's Holy Grail

When I left college almost 20 years ago and was searching for a teaching position, there was a set of interview questions that were fairly common across the school districts with which I interviewed. One of those questions asked if teaching was an art or a science. It was a good, thought-provoking question without a clear answer. One could make a strong argument on both the art and science side of the question. The answer 20 years later is much clearer; teaching is a science. I can hear the groans and counterpoints coming, and I will be the first to admit that our best teachers are fantastically artful in their presentation. I will also admit there is a fine line between good acting and good teaching; however, there is a bevy of current research, summarized in reader friendly publications, that clearly identifies the most impactful teacher-controlled variables in increasing academic achievement. We are in great error if we are not implementing these strategies with fidelity in our classrooms every hour of every day.

Let us start with Marzano, Pickering and Pollock’s jewel Classroom Instruction that Works, Research Based Strategies for Increasing Student Achievement. This book is a meta-analysis that identifies the instructional strategies that have the highest probability of enhancing student achievement for all students in all subject areas at all grade levels. The nine most effective strategies are outlined below from most impactful to least.

Instructional Strategies	Percentile Gain
Identifying Similarities and Differences	45
Summarizing and Note Taking	34
Reinforcing Effort and Providing Recognition	29
Homework and Practice	28
Nonlinguistic Representations	27
Cooperative Learning	27
Setting Objectives and Providing Feedback	23
Generating and Testing Hypothesis	23
Questions, cues, and Advance Organizers	22

We know the instructional strategies listed above, when implemented with fidelity, have been scientifically proven to be some of the most impactful approaches to teaching and learning that we have at our disposal. It is of paramount importance that the strategies identified are implemented with fidelity, meaning they are used by teachers in ways that are consistent with the research done by Marzano, Pickering and Pollock. We are remiss if we simply see homework listed as an effective practice and assign the next chapter to be read for the next class or assign 25 of the odd problems in the book to be completed while at home. We are equally mistaken if we take a position that all homework is ineffective and our students will not complete it. We need to study the practice of assigning homework and understand what variables need to be implemented for this practice to be effective. If we do not assign homework or we do not assign homework properly, we are missing an opportunity to help our students grow. 

John Hatte’s book, Visible Learning – A Synthesis of Over 800 Meta-Analyses Relating to Achievement, reveals what Hatte calls “teaching’s holy grail.” The foundation of Visible Learning is built on research encompassing millions of students. It analyzes the largest ever collection of evidenced-based research and showcases the most impactful variables that improve learning. Noted below are four contributions from teachers that have shown to critically influence student achievement.

1.     Microteaching:  Mini lessons to small groups of students that are analyzed by colleagues (in person or videotaped). The analysis should include an intense reflective review of the lesson.

2.     Teacher-Student Relationships:  Students do not learn from people they do not like. It is as simple as that.

3.     Expectations:  It is widely understood that all teachers form expectations about student ability and skill. These expectations have a momentous effect on student achievement. For a better understanding review the Pygmalion Effect at http://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-learning/pygmalion.

4.     Teacher Clarity:  The ability of the teacher to communicate to the student what the objective of the lesson is and what success will look like.

The two compilations of research explained are only a small sampling of available research that clearly articulates the most impactful variables that are within the control of the teacher to positively influence student achievement. How many of the strategies outlined do you as a teacher use every day? Are there strategies or approaches you use that are not listed? Are they effective? How do you know?

Curriculum resources, standards and technology (education hot buttons) do not increase academic achievement by themselves. Teachers engaged in disciplined research, making disciplined decisions and implementing disciplined practices will guide students and empower their futures through increased academic achievement. Let us become leaders in student growth and achievement together.