Engaging Algebra Early through Manipulatives: reappraising Cuisinaire-Gattegno Rods

The Cuisenaire-Gattegno (Cui) approach uses color coded rods of unit increment lengths embedded in a systematic curriculum designed to guide learners as young as age five from exploration of ratio through to formal algebraic writing. As the rods have had greater adoption as a teaching aide than the curriculum, we set out to investigate how fidelity to the seminal curriculum and pedagogy impacts learning via a meta-analysis and novel study of preparation for future learning. This meta-analysis of 23 studies (n=1968) revealed advantages of Cui over traditional arithmetic approaches (effect size = 0.55). Curriculum fidelity significantly predicted efficacy. Higher fidelity implementations were associated with large effects and lower fidelity resulted in small or null effects. To test how this curriculum prepares students for future learning, we carried out an 18-month longitudinal school-comparison study (n=114) executed to a similar fidelity level as the study with the largest treatment effect. Cui treatment accelerated learning rates measured during the school-year after treatment, and demonstrated transfer to novel tests of algebraic reasoning (effect size = 1.0). Tests of scholastic aptitude replicated aptitude by treatment interaction for both arithmetic and algebraic reasoning. While Cui provided significant learning benefits for children with higher aptitude, these benefits were significantly enhanced for children with lower aptitude. Together, these findings support the benefits of this approach, and further substantiate the importance of embedding these teaching aides within the theory-grounded curricula that gave rise to them.

How supervision and educational supports impact medical students’ preparation for future learning of endotracheal intubation skills: a non-inferiority experimental trial

Background Professional education cannot keep pace with the rapid advancements of knowledge in today’s society. But it can develop professionals who can. ‘Preparation for future learning’ (PFL) has been conceptualized as a form of transfer whereby learners use their previous knowledge to learn about and adaptively solve new problems. Improved PFL outcomes have been linked to instructional approaches targeting learning mechanisms similar to those associated with successful self-regulated learning (SRL). We expected training that includes evidence-based SRL-supports would be non-inferior to training with direct supervision using the outcomes of a ‘near transfer’ test, and a PFL assessment of simulated endotracheal intubation skills. Method This study took place at the University of Toronto from October 2014 to August 2015. We randomized medical students and residents (n = 54) into three groups: Unsupervised, Supported; Supervised, Supported; and Unsupervised, Unsupported. Two raters scored participants’ test performances using a Global Rating Scale with strong validity evidence. We analyzed participants’ near transfer and PFL outcomes using two separate mixed effects ANCOVAs. Results For the Unsupervised, Supported group versus the Supervised, Supported group, we found that the difference in mean scores was 0.20, with a 95% Confidence Interval (CI) of − 0.17 to 0.57, on the near transfer test, and was 0.09, with a 95% CI of − 0.28 to 0.46, on the PFL assessment. Neither mean score nor their 95% CIs exceeded the non-inferiority margin of 0.60 units. Compared to the two Supported groups, the Unsupervised, Unsupported group was non-inferior on the near transfer test (differences in mean scores were 0.02 and − 0.22). On the PFL assessment, however, the differences in mean scores were 0.38 and 0.29, and both 95% CIs crossed the non-inferiority margin. Conclusions Training with SRL-supports was non-inferior to training with a supervisor. Both interventions appeared to impact PFL assessment outcomes positively, yet inconclusively when compared to the Unsupervised and Unsupported group, By contrast, the Unsupervised, Supported group did not score well on the near transfer test. Based on the observed sensitivity of the PFL assessment, we recommend researchers continue to study how such assessments may measure learners’ SRL outcomes during structured learning experiences.

Preparation for Future Teaching

Teacher education programs are tasked with a myriad of responsibilities to help improve the quality of future teachers. Despite the constraints of using non-licensed teachers in a public classroom setting in order for the pre-service teacher to gain experience, a Teaching Assistant (TA) program has been implemented in a university setting and thus removing the logistical obstacles pre-service teachers face. Using a preparation for future learning model, pre-service teachers enrolled in a human learning and development course engaged in activities that ranged from mentoring students, developing grading rubrics, and grading student assignments. Triangulation of qualitative data showcases the importance of assessment (i.e., feedback) and the pre-service teacher's identity as emergent themes. Discussion of possible design iterations to the TA program and its potential impact are discussed.