There are several blog posts knocking around at the minute regarding 5 things that individuals wish they’d have known when they started teaching (here and here). I like to follow the trend, so here are the five absolute diamonds that I wish I’d have known before I started teaching:
1. If we don’t have an understanding of how information is received, processed and stored, then we don’t really understand learning.
It’s only in recent years with the ‘online cognitive science revolution’ that I’ve really acquired an understanding of how memory works and how to best support long term retention. You’d be a fool to ignore Cognitive Science. Whilst we can’t prove anything about memory, there’s a wealth of empirical research to support our understanding of it. Cognitive Load Theory is in vogue at the moment, but despite its popularity, unlike other fads, there is a compelling evidence base for its application. I actually wrote a blog post for the Society for Education and Training about CLT recently, which I shall share on here soon – stay tuned.
2. You’re not a bad teacher if you tell your learners stuff.
When I started teaching, everything had to be active. If you didn’t have active learning in your lessons, then you’d be chastised by observers and the like. Back then, being a sports lecturer, I thought active learning actually involved learners being ‘active’. For this reason, I would often get learners moving around the room doing star jumps (OK, I exaggerate, but why ruin a good story by telling the truth?). Anyway, my point here is that explicit instruction is actually really effective, particularly with novice learners. They need to know stuff and expecting them to figure it out for themselves is frankly absurd.
3. You really should assess learners at the start of every lesson
When I started teaching all the other teachers used to read objectives off before rolling into their lesson, so that’s what I did. Regardless of where learners started with prior knowledge, they were all doing this lesson at my pace. If I actually took the time to identify gaps in knowledge and diagnose misconceptions, I would have known where to focus my attention – I didn’t get this for a long time.
4. Being cool and relaxed is not a good way to manage 16 year olds.
I’ve written before about my erroneous ways with behaviour management. When learners arrive at college, they often don’t know what to expect. If we set the expectations high and be consistent with these, it will save a whole load of bother over the year. If you try to be the cool cat, there’s only one way that it’s going to end.
5. Doing group work is often more hassle than it’s worth.
I believe that working cooperatively is really important, after all, we are social creatures. The thing is, most group work is ineffective due to the fact that it doesn’t meet the fundamentals of effective cooperative learning (individual accountability and working towards a common goal), as identified by Slavin, Hurley and Chamberlain. I’ve observed so many sessions where the group work has actually been one learner’s work, with 4+ other learners piggy backing. Effective group work is something that is carefully crafted and in all honesty, I prefer paired work as it addresses the key features of cooperative learning. A previous blog on group work explains my thoughts in greater detail.
So that is my 5, what are yours?