Precision Pedagogy Tool
This tool helps teams to create a clear connection between planned teaching interventions and potential improvements in student learning.
Use this tool to:
Explicitly map the logical connection between planned teaching interventions and desired improvements in learning outcomes
Create greater precision about the approaches you are taking and why
Identify and discuss the connection between desired student learning behaviours and changes in specific outcomes
Precision Pedagogy helps to consolidate and clarify the design of the next sprint. This activity is easier to complete if you have already generated ideas and research-informed approaches as a team using other protocols such as Knowledge Dating, External Expert, Research Jigsaw & Strategy Sort.
Define the ultimate impact (5 mins)
Start with your intended impact on learning outcomes. Begin on the right-hand side of the template. Write out the specific learning outcome your team are trying to improve and the specific learners you are targeting (identified through the define stage of your sprint).
- What is our desired impact on learning progress during this sprint?
- What learning outcomes are we seeking to improve?
- How will we evaluate whether this progress has occurred?
Outline the teaching interventions (15 mins)
Now move to the left-hand side of the template. As a team identify the evidence-informed teaching interventions that you have chosen to employ. Try to reduce this down to the smallest number of high-impact strategies that will be used.
As you discuss the various options as a team, try to focus on the evidence (research-based or practice-based) that supports the use of a particular approach. Seek to reach consensus and fill out the left-hand side of the template.
Describe learning behaviours (10 mins)
Read to the team, “We cannot learn on behalf of our students, they must do the cognitive work of developing new knowledge, understanding and skills. For teaching to cause improvements in learning outcomes, it must result in changes in student learning behaviours, engagement and mindsets/beliefs.”
As a team discuss how you think the teaching interventions you have chosen will lead to specific student learning behaviours. Your goal is to identify the pathway from teaching, to learning behaviours to changes in desired learning outcomes.
Be as specific as possible and record in the middle section of template.
- What are the expected impact on student learning behaviours?
- What would students be doing more of?
- What would students be doing less of?
- What would students be demonstrating?
- How would students be working individually? As a group?
This stage of the activity is about connecting teaching inputs with learning outcomes in as precise a way as possible.
Discuss the precise pathway (10 mins)
As a team you have now outlined the precise pathway through which you plan to have an impact on student learning. Spend some time discussing each phase and make necessary refinements. You may find the following questions useful:
- Focus on the arrows between activities and learning behaviours. What are the causal links between our teaching interventions and our desired changes in learner behaviours?
- Do we believe we have the right set of teaching interventions?
- What other actions could we take to increase our likelihood of success?
Identify assumptions (5 mins)
At the bottom of the template you will notice a section for listing assumptions. As a group list the assumptions you have made for each part of the process to be effective. e.g. Students are ready to learn. Record these on the template to make them explicit and testable.
Discuss these assumptions:
- Which assumptions have we made without any evidence?
- What would be the consequences if these assumptions do not hold?
- What adjustments to the approach might be required in order to increase our likelihood of success?
- What actions might we need to take?
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