Expert teachers' well-practiced routines make their performance fluid, as seen in homework-review and lesson-teaching comparisons¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 1988 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Leinhardt and Greeno found an expert's opening homework review took about one-third less time than a novice's while accomplishing more, and Berliner's teaching study showed experts depend on students trained in their routines. → Berliner 1988

Evidence¶

Berliner 1988¶

Berliner, David C. (1988). The Development of Expertise in Pedagogy. American Association of Colleges for Teacher Education. https://eric.ed.gov/?id=ED298122

q2 · i? · theoretical · r2

The article reports, citing Leinhardt and Greeno (1986), a comparison of an expert's and a novice's opening homework review in elementary mathematics: the expert was briefer, elicited mostly correct answers, corrected all homework, and never lost control, while the novice lost the pace and lacked habitual routines.

"The expert teacher was found to be quite brief, taking about one-third less time than the novice. This expert was able to pick up information about attendance and who did or did not do the homework."

Discussion¶

Related Claims¶

• The authors argue formative feedback is critical for making student behaviour 'seen' in asynchronous online learning where the teacher is not physically present — related
• Expert teachers show intense emotionality and sense of responsibility for their performance, unlike affectless novices and postulants — related
• Timely feedback on homework increases learning, and computer platforms providing immediate feedback help teachers adapt — related