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Drivers
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Drivers

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Drivers’ are defined as policy and strategy levers that have the least and best chance of driving successful reform. A ‘wrong driver’ is a deliberate policy force that has little chance of achieving …

Drivers’ are defined as policy and strategy levers that have the least and best chance of driving successful reform. A ‘wrong driver’ is a deliberate policy force that has little chance of achieving the desired result, while a ‘right driver’ is one that achieves better measurable results for students. John Hattie found that feedback has more effect on achievement than any other factor.

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  • 1. Four Drivers of School Reform By Michael Fullan
  • 2. Wrong Drivers1. using test results, and teacher appraisal, toreward or punish teachers and schools2. promoting individual vs group solutions3.investing in and assuming that the digitalworld will carry the day vs instruction;4. fragmented strategies vs integrated orsystemic strategies
  • 3. Instruction Should Lead Technology Data That Is Non-judgmentalUnited Focus On Deeper Learning
  • 4. Visible Learning John Hattie
  • 5. What is Visible Learning• Visible Learning is the result of 15 years’ research and synthesises over 800 meta- analyses (over 50,000 studies) relating to the influences on achievement in school-aged students. It presents the largest ever collection of evidence-based research into what actually works in schools to improve learning (and what doesn’t).
  • 6. Meta-analysis & effect size• The vast majority of innovations or educational strategies can be said to “work” because they can be shown to have a positive effect.• An effect size of 1.0 would improve the rate of learning by 50% and would mean that, on average, students receiving that treatment would exceed 84% of students not receiving that treatment.
  • 7. Influences on student learningExpectations Mastery LearningHomework Challenge of Goals Feedback Aims & Policies of the SchoolAbility Grouping Peer Tutoring Teacher-Student Relationships
  • 8. Diamond Nine Activity• With a partner discuss these nine factors that influence student achievement• Place them in a diamond shape, in order of how great you think their positive influence is (on average)• Think about why they have this effect
  • 9. The Diamond 9 tool isdesigned to help peoplecollectively exploreseveral issues byprioritizing themcollaboratively. Itsupports a focuseddiscussion in a relativelyshort space of time.
  • 10. Influences on student learningExpectations Mastery LearningHomework Challenge of Goals Feedback Aims & Policies of the SchoolAbility Grouping Peer Tutoring Teacher-Student Relationships
  • 11. Influences on student learning John Hattie 1999-2009 – research from 180,000studies covering almost every method of innovation Effect SizeFeedback 0.73Teacher-Student Relationships 0.72Mastery Learning 0.58Challenge of Goals 0.56Peer Tutoring 0.55Expectations 0.43Homework 0.29Aims & Policies of the School 0.24Ability Grouping 0.12
  • 12. Providing Feedback
  • 13. If feedback is so important, what kind of feedback should be taking place in our classrooms? • Discuss in pairs for 2 minutes
  • 14. “The most powerful single influence enhancing achievement is feedback”• Quality feedback is needed, not more feedback• Much of the feedback provided by the teacher to the student is not valued and not acted on• Students with a Growth Mindset welcome feedback and are more likely to use it to improve their performance• Oral feedback is much more effective than written• The most powerful feedback is provided from the student to the teacher
  • 15. How could we obtain more feedback from students? How can we ensure we act on this feedback to raise achievement? Discuss in pairs
  • 16. Meaningful Goals
  • 17. Setting Goals/Mastery Objective• There is strong evidence that challenging, achievable goals influence achievement, provided the individual is involved in setting them.• Goals have a self-energizing effect if they are appropriately challenging as they can motivate students to exert effort in line with the difficulty or demands of the goal.
  • 18. reinforcing effort through modeling and reframing of conceptual awarenessusing providingquestioning to meaningfulcheck for feedbackunderstanding “I must check for student understanding”
  • 19. Checking for Understanding• using questioning to check for understanding• providing meaningful feedback• reinforcing effort by reframing of conceptual awareness on specific learning goals
  • 20. Summary of Feedback
  • 21. feedback must be informative rather than evaluative.• Achievement is enhanced to the degree that students and teachers set and communicate appropriate, specific and challenging goals• Achievement is enhanced as a function of feedback, using questioning of formative assessments• Increases in student learning involves not only surface and deep learning but also a reframing conceptual awareness through meta-cognitive principles in teaching.

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