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Maximising student impact 1

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Maximising student impact 1

  1. 1. z SPH SS, PD 15/08/2018 Maximising Student Impact #1
  2. 2. z Have you tried some new dipsticks? REVIEW/MAKING LINKS
  3. 3. z Maximising Impact In our classrooms
  4. 4. z Learning Intentions WILF (What I’m looking for)  Identify practices that maximise our impact in the classroom  Reflect on our role as individual teachers with a team goal  Use a variety of learning tools WALT (We are learning to) TIB (This is because) • Identify practices that maximise our impact in the classroom • Reflect on our role as individual teachers with a team goal • Personal contribution to group activities • Active use of technology in this ‘classroom’
  5. 5. z Question: Do you think that this classroom is having an impact? • See (Describe) • Think (Statement) • Wonder (Question)
  6. 6. z IMPACT Looking at the research ‘Interventions’ (i.e. teaching activities that work)
  7. 7. z Impact on student learning - Almost everything ‘works’.  “Enhancing achievement” should NOT be our basic criteria for choosing teaching practices. WHAT MAKES YOU SAY THAT? In Table Groups.  Do you agree?  What makes you say that? (No hands up response system)
  8. 8. z Maximising impact in our classrooms
  9. 9. z Greatest factors influencing student achievement – Where are they located? HOME TEACHER SCHOOLSTUDENT Continuum Activity - Place yourself in a continuum around the table depending on your opinion. - Justify your opinion to the group - Decide whether you will change your place in the table after listening to the rest of your group
  10. 10. z Top Ten Factors Influencing Student Achievement Source of Influence Aspect Factor Effect Size Teacher Teacher Attributes Teacher estimates of student achievement 1.62 School Leadership Collective teacher efficacy 1.57 Student Prior Knowledge & Background Self-reported grades 1.33 Teaching:Teaching/Instruction Strategies Strategies Emphasising Feedback Response to Intervention 1.29 Teaching:Teaching/Instruction Strategies Strategies Emphasising Learning Intentions Cognitive task analysis 1.29 Student Prior Knowledge & Background Piagetian programs 1.28 Teaching:Teaching/Instruction Strategies Teaching/Instruction Strategies Jigsaw method 1.2 Curricula Other Curricula Programs Conceptual Change Programs 0.99 Student Prior Knowledge & Background Prior ability 0.94 Teaching: Student Learning Strategies Learning Strategies Strategy to integrate with prior knowledge 0.93
  11. 11. z Top Ten Factors Influencing Student Achievement Source of Influence Aspect Factor Effect Size Teacher Teacher Attributes Teacher estimates of student achievement 1.62 School Leadership Collective teacher efficacy 1.57 Student Prior Knowledge & Background Self-reported grades 1.33 Teaching: Teaching/Instruction Strategies Strategies Emphasising Feedback Response to Intervention 1.29 Teaching: Teaching/Instruction Strategies Strategies Emphasising Learning Intentions Cognitive task analysis 1.29 Student Prior Knowledge & Background Piagetian programs 1.28 Teaching: Teaching/Instruction Strategies Teaching/Instruction Strategies Jigsaw method 1.2 Curricula Other Curricula Programs Conceptual Change Programs 0.99 Student Prior Knowledge & Background Prior ability 0.94 Teaching: Student Learning Strategies Learning Strategies Strategy to integrate with prior knowledge 0.93
  12. 12. z Collective Teacher Efficacy CTE: The collective belief that individuals in this school context have the capacity to influence (MAXIMISE) the achievement of our students. It is not enough to be a good INDIVIDUAL practitioner. Higher individual achievement comes from being part of a committed, coherent team of experts.  Team goals  individual responsibilities  group success  Team processes  individual action  group coherence  Shared knowledge  individual growth  group expertise
  13. 13. z SPH Senior School – A high performing team with a strong sense of Collective Teacher Efficacy  Please share on this padlet https://padlet.com/dpzylstra/apz1yrrs7hwu
  14. 14. z SUGGESTION: OUR COLLECTIVE BELIEF  Enhancing achievement should not be our measure of successful teaching practice (d = 0.01 – 0.39).  Maximising achievement should be our measure of successful teaching practice (d = 0.40 +)  We will regularly re-evaluate the success of our curricula, teaching practices, and leadership practices in order to maximise student growth.
  15. 15. z Top teaching practices: Reflection 1. Review the top teaching practices according to Hattie’s research. 2. Tick any that you think you are currently doing well. 3. How could you test your assumption? ( Data? Dipsticks? Student surveys?).
  16. 16. z Top teaching practices: Research 1. Review the top teaching practices according to Hattie’s research. 2. Put an asterix beside any that you think that you would like to explore to improve your teaching in your subject area. 3. Assign a task to each teacher to research and report back to the CT group on one high impact teaching practice from the list. NB: These ‘reports’ should be spread out over coming weeks so that you are not introducing more than one new idea per CT meeting. They also should only take 3-5 minutes.
  17. 17. z Conclusion: Our teaching practice should be…
  18. 18. z Reference list  Harvard Project Zero. Visible Thinking Routines, http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/ 03a_ThinkingRoutines.html (lots of ideas and resources for improving your teaching)  Killian, S (2017) Hattie’s 2017 Updated List of Factors Influencing Student Achievement. http://www.evidencebasedteaching.org.au/hatties-2017-updated- list/ (This website is worth checking out and subscribing to. It has some great resources. Killian is very data driven, though in my opinion sometimes a little too cynical)  Walma, T (2013) The greatest Influence on student learning. http://mswalmart.blogspot.com/2013/05/the-greatest-influence-on-student.html (useful brief blog with pretty diagrams)
  19. 19. z Epilogue: Letter written from the perspective of a parent.Dear Teacher, As an important influencer in my child’s life, I want to ask you three things from you as you spend many hours over many years guiding and nurturing them at SPH. First, to cultivate and challenge my child’s intellectual, imaginative and spiritual capacities way out to horizons unsullied by self-fulfilling minimalist expectations. Don’t patronize them with lowest-common-denominator blancmange masquerading as knowledge and learning; nor crush their love for learning through boring pedagogy. Don’t bludgeon them with mindless ‘busy work’ and limit the exploration of the world of evolving knowledge merely to the tyranny of repetitively churned-out recycled worksheets. Please ensure that there is a legitimate progression of learning from one day, week, month, term and year to the next. Second, to care for my child with humility and sensitivity, as developing human beings made in the image of God, worthy of being taught with genuine respect, graceful discipline and imaginative flair. Help them to love their neighbor by modelling His grace in your approach to them. And third, please strive to maximize my child’s potential for later schooling, post-school education, training and employment, and to contribute to restoration of God’s world with the gifts that God has leant to them. Help them grow in all areas of their skills and character. Knowing that everything comes from the Lord. All things were made because of Him and will return to Him. To Him be the glory. KNOW THY IMPACT Sincerely, Parent of a child in your class

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