This book is based on the idea that instruction carries in-built risks, and instructional practices can be counterproductive unless used with care. Referencing a wide range of approaches to increasing effectiveness, Instructional Risk in Education provides an explanation of why some forms of instruction are less powerful than they should
Stuart McNaughton is Professor of Education at the University of Auckland and New Zealand's Chief Education Scientific Advisor.
Part I: Introduction
Chapter One: The idea of risk
Part II: Too much support
Chapter Two: Teaching routines that cause procedural displays
Chapter Three: Scaffolds that limit learning
Chapter Four: Isolating components and compartmentalising learning
Chapter Five: Feedback which undermines agency
Part III: Too much support
Chapter Six: Discovery and little learning
Chapter Seven: Inquiry and ineffective learning
Chapter Eight: Learner agency, digital learning and a new romanticism.
Part IV: Misdirected support
Chapter Nine: Assessment and the risk of restricting learning
Chapter Ten : Focusing on the familiar and reducing transfer
Conclusion: grand designs for teaching, learning and research