The following workshop will be conducted at the VL Conference July 17th-18th. The workshop is designed to support stakeholders in addressing the following driving question: How do we develop an educational system that supports all students in seeing themselves as their own teachers?
Participants will:
- Understand the process by which governance members, administrators, teacher leaders, teachers, and students identified, created, and implemented a system-wide approach to addressing the four fundamental questions: Where is the learner going? Where is the learner now? What are the learner’s next steps?, and, In light of the evidence, what approaches and strategies appeared to efficiently and effectively enhanced the learning process?
- Understand the actions students have taken to see themselves as their own teachers in the classrooms.
- Understand the actions teachers have taken to see learning through the eyes of students
- Relate the six signposts of the VL research to system-wide leadership efforts of TUHSD in developing a learning system infrastructure, including professional development, to enhance students’ clarity of the learning process.
- Explore actions (successes and challenges) that permeate across contexts to achieve the type of alignment and autonomy experienced by the leaders, teachers, and students of the presenting school district.
Workshop i vl student(presentation deck)mmcdowell13
This slide deck includes all the slides that were utilized in the actual presentation. The outcomes for the participants included:
- Understand the process by which governance members, administrators, teacher leaders, teachers, and students identified, created, and implemented a system-wide approach to addressing the four fundamental questions: Where is the learner going? Where is the learner now? What are the learner’s next steps?, and, In light of the evidence, what approaches and strategies appeared to efficiently and effectively enhanced the learning process?
- Understand the actions students have taken to see themselves as their own teachers in the classrooms.
- Understand the actions teachers have taken to see learning through the eyes of students
- Relate the six signposts of the VL research to system-wide leadership efforts of TUHSD in developing a learning system infrastructure, including professional development, to enhance students’ clarity of the learning process.
- Explore actions (successes and challenges) that permeate across contexts to achieve the type of alignment and autonomy experienced by the leaders, teachers, and students of the presenting school district.
This document discusses creating a system that enhances student learning. It explores how teachers can maximize their impact through practices like collaborating to evaluate impact, using pre-assessments to inform instruction, providing clear learning targets, and valuing student errors. Research shows the most effective strategies include teachers working together in PLCs and providing students with ongoing feedback. The document advocates for a system with common student outcomes, assessment scales, intervention criteria, and a culture where all stakeholders work to understand and improve their impact on learning.
The following presentation juxtaposes the research and practices found in the areas of problem and project based learning, organizational leadership and change, and Visible Learning to enhance leaders at all levels to substantially enhance the learning of students.
The document outlines Michael McDowell's presentation on bringing problem and project based learning (PBL) to scale within an educational system. The presentation covers research on deeper learning, the key components of implementing PBL system-wide, and how leadership can ensure deeper learning occurs across a system. The goal is to substantially increase student learning transfer through understanding and applying the research findings, design elements, and leadership practices related to PBL implementation.
1. The document discusses developing a strategic plan focused on assessment capable learners and intervention practitioners. It outlines key terms, criteria for developing a strategic plan, and lessons learned.
2. The criteria for developing a strategic plan include focusing on learning outcomes, designing the plan through an empathy-driven process, involving stakeholders, and effectively implementing the plan.
3. Lessons learned include the importance of understanding culture, recognizing existing skills and knowledge, involving all stakeholders, and appreciating tensions that arise during implementation of new initiatives.
Ballarat conf reporting session march 2011diannedavies
The document summarizes key points from a secondary schools conference discussing improving student outcomes. It finds that schools with high poverty rates can still achieve excellent results by focusing on learning intentions, higher-order questioning, and feedback. School leadership is also essential to successfully implementing new teaching strategies and monitoring their impact. An effective action plan for change includes clear targets, teaching strategies, evaluation measures, and assigning responsibility for implementation.
The following is a slide deck for a leadership presentation at the Visible Learning Conference July 17th-18th, 2014. Through the presentation participants will:
- Understand the system-wide distributed leadership approach to embed the VL mindframes and associated VL research in and across a school system.
- Understand the implementation pathway (introduction, initiation, application, and capacity-building) for the relational and tactical aspects of leadership development.
- Review implementation milestones and challenges associated with leadership work
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
This document discusses methods and metrics for evaluating financial education programs, including face-to-face classes and social media outreach. It recommends collecting both quantitative and qualitative outcome data through surveys, focus groups, interviews and observations to assess changes in knowledge, attitudes, behaviors and skills. Specific evaluation methods described include pre-post surveys, post-then-pre retrospective evaluations, critical incident technique, and analyzing social media engagement metrics and surveys. The document stresses the importance of clearly defining program outcomes and communicating evaluation results to demonstrate the value of financial education programs to funders and the public.
Workshop i vl student(presentation deck)mmcdowell13
This slide deck includes all the slides that were utilized in the actual presentation. The outcomes for the participants included:
- Understand the process by which governance members, administrators, teacher leaders, teachers, and students identified, created, and implemented a system-wide approach to addressing the four fundamental questions: Where is the learner going? Where is the learner now? What are the learner’s next steps?, and, In light of the evidence, what approaches and strategies appeared to efficiently and effectively enhanced the learning process?
- Understand the actions students have taken to see themselves as their own teachers in the classrooms.
- Understand the actions teachers have taken to see learning through the eyes of students
- Relate the six signposts of the VL research to system-wide leadership efforts of TUHSD in developing a learning system infrastructure, including professional development, to enhance students’ clarity of the learning process.
- Explore actions (successes and challenges) that permeate across contexts to achieve the type of alignment and autonomy experienced by the leaders, teachers, and students of the presenting school district.
This document discusses creating a system that enhances student learning. It explores how teachers can maximize their impact through practices like collaborating to evaluate impact, using pre-assessments to inform instruction, providing clear learning targets, and valuing student errors. Research shows the most effective strategies include teachers working together in PLCs and providing students with ongoing feedback. The document advocates for a system with common student outcomes, assessment scales, intervention criteria, and a culture where all stakeholders work to understand and improve their impact on learning.
The following presentation juxtaposes the research and practices found in the areas of problem and project based learning, organizational leadership and change, and Visible Learning to enhance leaders at all levels to substantially enhance the learning of students.
The document outlines Michael McDowell's presentation on bringing problem and project based learning (PBL) to scale within an educational system. The presentation covers research on deeper learning, the key components of implementing PBL system-wide, and how leadership can ensure deeper learning occurs across a system. The goal is to substantially increase student learning transfer through understanding and applying the research findings, design elements, and leadership practices related to PBL implementation.
1. The document discusses developing a strategic plan focused on assessment capable learners and intervention practitioners. It outlines key terms, criteria for developing a strategic plan, and lessons learned.
2. The criteria for developing a strategic plan include focusing on learning outcomes, designing the plan through an empathy-driven process, involving stakeholders, and effectively implementing the plan.
3. Lessons learned include the importance of understanding culture, recognizing existing skills and knowledge, involving all stakeholders, and appreciating tensions that arise during implementation of new initiatives.
Ballarat conf reporting session march 2011diannedavies
The document summarizes key points from a secondary schools conference discussing improving student outcomes. It finds that schools with high poverty rates can still achieve excellent results by focusing on learning intentions, higher-order questioning, and feedback. School leadership is also essential to successfully implementing new teaching strategies and monitoring their impact. An effective action plan for change includes clear targets, teaching strategies, evaluation measures, and assigning responsibility for implementation.
The following is a slide deck for a leadership presentation at the Visible Learning Conference July 17th-18th, 2014. Through the presentation participants will:
- Understand the system-wide distributed leadership approach to embed the VL mindframes and associated VL research in and across a school system.
- Understand the implementation pathway (introduction, initiation, application, and capacity-building) for the relational and tactical aspects of leadership development.
- Review implementation milestones and challenges associated with leadership work
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
This document discusses methods and metrics for evaluating financial education programs, including face-to-face classes and social media outreach. It recommends collecting both quantitative and qualitative outcome data through surveys, focus groups, interviews and observations to assess changes in knowledge, attitudes, behaviors and skills. Specific evaluation methods described include pre-post surveys, post-then-pre retrospective evaluations, critical incident technique, and analyzing social media engagement metrics and surveys. The document stresses the importance of clearly defining program outcomes and communicating evaluation results to demonstrate the value of financial education programs to funders and the public.
Visible Learning summarizes over 800 meta-analyses relating to influences on student achievement. It found that the top three influences are:
1. Feedback from teachers, with an effect size of 0.73. Quality feedback is most effective when it is frequent, specific, and helps students improve.
2. Teacher-student relationships, with an effect size of 0.72. Developing warm, supportive relationships where teachers believe all students can achieve is very impactful.
3. Mastery learning, with an effect size of 0.58. Creating an environment where students learn at their own pace with support and collaboration leads to mastery.
Personalization vs. Differentiation vs. Individualization Report-v3Barbara Bray
The Personalization vs. Differentiation vs Individualization Chart (PDI) Report version 3 provides a clear explanation of the PDI chart. The report explains the difference of the three terms through questions and taking the chart apart.
Learning and assessment assignment guidanceM Taylor
This document provides guidelines for a 4000-word reflective account assignment. Students must analyze academic, policy, and practice sources and conclude by reflecting on their own learning and assessment practice in an educational setting. The assignment addresses four learning outcomes: critically understanding current issues in learning and assessment; critically evaluating theories and applying them to practice; effectively communicating key concepts; and demonstrating a reflective approach to improving practice. The document suggests structuring the assignment by discussing theories of learning and assessment, applying research to their own context, and reflecting on assessment tasks and results.
The document discusses curriculum strategies to promote students' mental health and well-being. It identifies several factors that support or pose risks to students' mental health in the learning environment. It then outlines various strategies that can be incorporated into curriculum to foster students' mental health, including framing learning in terms of progress not failure, providing early and meaningful feedback, developing a sense of belonging through collaboration, ensuring cultural inclusiveness and relevance, and supporting the development of competence and professional identity. The discussion emphasizes understanding students' individual challenges and supporting staff confidence in promoting mental health through the curriculum.
This document discusses John Hattie's concept of "Know Thy Impact" and how teachers can maximize their impact on student learning. It suggests that teachers should ensure students know the learning intentions, what success will look like, and strategies they can use to be successful. When teachers make the learning goals clear and provide appropriate challenges and feedback, students are better able to drive their own learning. The document promotes the use of Understanding by Design framework and lists resources on Visible Learning and Hattie's research on instructional strategies that significantly improve student achievement.
The document discusses the benefits of Classroom Learning Labs (CLLs) for teacher professional development and collaboration. CLLs involve teachers observing each other's classrooms, providing feedback, and engaging in reflective conversations to improve instructional practices. Three key points:
1) CLLs encourage peer-to-peer learning and choice-driven professional development, unlike traditional top-down models.
2) Research shows collaboration improves teaching and boosts student achievement through complex problem-solving and sharing of expertise.
3) Teacher reflections indicate CLLs push them to higher levels of instruction and encourage risk-taking and reflection on teaching practices.
This document discusses developing student voice and choice in assessment. It provides suggestions for involving students more in the assessment process, including creating discipline-specific questions that require both surface and deep-level understanding. It also recommends developing rubrics that span different levels of understanding and are not specific to particular tasks, to give students more autonomy. The document acknowledges some common barriers to student voice in assessment, such as students rarely being involved in the assessment process and lack of clarity about expectations.
Training the Trainers: Faculty Development Meets Information Literacysusangar
This document summarizes a workshop on training faculty to teach information literacy. The workshop covered defining information literacy, barriers to implementing it, and ways for librarians and faculty to collaborate, including using a "train the trainer" approach. It described LMU's experiences developing information literacy sessions, curriculum mapping, and assessment. The workshop provided activities for faculty to learn outcomes, design assignments, and incorporate specific outcomes into courses.
Presentation ECEL 2019 experts study blended learningbbruggemanVUB
Experts were interviewed to identify teacher attributes relevant for blended learning implementation in higher education. Adaptive attributes included student-centered educational beliefs, openness to communicate and experiment with technology, and pedagogical creativity. Maladaptive attributes were an unclear concept of blended learning, believing teaching is less important than other tasks, and anxiety around technology. The relationship between beliefs and attitudes was found to be important, with beliefs at the core of adaptation. Addressing beliefs in professional development and providing support for experimentation were implications for facilitating uptake of blended learning.
This document provides a summary of a three-day workshop on assessment practices. The workshop focused on unpacking learning outcomes, formative assessment strategies, and effective grading practices. Key lessons from the workshop included using formative assessment to support student learning, developing learning progressions based on outcomes, and using clear criteria and rubrics to improve the accuracy and consistency of grading. The reflection discusses how the workshop stretched the author's thinking on assessment and areas that deserve further exploration, such as the relationship between grades and student motivation.
An INSET course I facilitated for colleagued at YWIES. The presentation focuses on the research Professor John Hattie and the implications for schools of his work.
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
This document provides an overview of an advisory program presentation focused on designing and implementing an effective advisory program. The presentation covers the benefits of advisory programs, defining college and career readiness, goals and benchmarks for a successful advisory, designing personalized learning in advisory, and lessons learned. It includes slides on operationalizing college and career readiness, sample advisory activities and structures, using feedback to guide advisory, and resources for further information. The overall presentation aims to provide school leaders with strategies and considerations for developing an advisory program focused on preparing students for college and careers.
This document discusses elements of greatness and school achievement data. It includes a list of elements of greatness such as vision, belief, desire, and courage. It then provides school achievement data from 2010-2011 including reading and math proficiency levels and AYP results. It encourages discussion of this data and focuses on continuing to improve student achievement.
This document provides an overview of a developing leaders course for 2015-2016. It introduces the participants and outlines the schedule and topics to be covered in the program. The purpose of the introductory day is to identify leadership development priorities, get an overview of the program, and consider participants' learning journeys. The course will address topics like understanding oneself as a leader, narrowing achievement gaps, managing teams, and leading teaching and learning. Participants will use blogs, reflections, and coaching sessions to document their learning and progress toward their leadership challenges.
This document discusses key aspects of effective learning and assessment in classrooms. It begins by outlining Guy Claxton's four aspects of effective learning: resilience, resourcefulness, reflectiveness, and reciprocity. It then discusses theories around classroom climate, including the dimensions of clarity, order, standards, fairness, participation, support, safety, and interest. The document also examines teacher effectiveness using Hay McBer's framework of professional characteristics, teaching skills, and classroom climate. It concludes that learning and assessment are shaped by the interplay between these classroom, teacher, and student factors.
Assessment in Education: Principles, Policy & Practicejaoverla
Presentasjon av artiklene:
Black, Paul and Wiliam, Dylan: Assessment in Education: Principles, Policy & Practice; Mar1998, Vol. 5 Issue 1, p7,
Black, P. & Wiliam, D. (1998): Inside the black box. Raising Standards Through Classroom
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.
CHALLENGES AND STRATEGIES IN ENGAGING STUDENTS (July 2)Mann Rentoy
This document discusses strategies for enhancing student engagement in the new normal of online learning. It begins by defining student engagement as having behavioral, cognitive, and affective dimensions that operate interdependently. Research finds that online learning can negatively impact student performance. The document emphasizes that student engagement requires more than just enjoyment and should involve intellectually challenging learning, making connections, and self-regulation. It stresses the importance of the teacher-student relationship and allowing student choice, while providing timely feedback. A variety of pedagogical approaches, including expository, interactive, and independent practice are recommended when teaching online.
This document discusses developing teacher leadership capacity. It provides research showing that teachers have a significant impact on student learning and outlines several strategies that are effective, such as teachers working together to evaluate their impact, conducting pre-assessments to inform instruction, and providing feedback to teachers on their impact. The document also discusses the need for teachers to value errors, provide an appropriate balance of surface and deep knowledge, and create an environment where ongoing learning is supported.
Workshop ii vl teachers(presentation deck)mmcdowell13
The slide deck showcases the actual slides used in the presentation. The outcomes for the presentation included:
- Understand the system-wide distributed leadership approach to embed the VL mindframes and associated VL research in and across a school system.
- Understand the implementation pathway (introduction, initiation, application, and capacity-building) for the relational and tactical aspects of leadership development.
- Review implementation milestones and challenges associated with leadership work
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
Visible Learning summarizes over 800 meta-analyses relating to influences on student achievement. It found that the top three influences are:
1. Feedback from teachers, with an effect size of 0.73. Quality feedback is most effective when it is frequent, specific, and helps students improve.
2. Teacher-student relationships, with an effect size of 0.72. Developing warm, supportive relationships where teachers believe all students can achieve is very impactful.
3. Mastery learning, with an effect size of 0.58. Creating an environment where students learn at their own pace with support and collaboration leads to mastery.
Personalization vs. Differentiation vs. Individualization Report-v3Barbara Bray
The Personalization vs. Differentiation vs Individualization Chart (PDI) Report version 3 provides a clear explanation of the PDI chart. The report explains the difference of the three terms through questions and taking the chart apart.
Learning and assessment assignment guidanceM Taylor
This document provides guidelines for a 4000-word reflective account assignment. Students must analyze academic, policy, and practice sources and conclude by reflecting on their own learning and assessment practice in an educational setting. The assignment addresses four learning outcomes: critically understanding current issues in learning and assessment; critically evaluating theories and applying them to practice; effectively communicating key concepts; and demonstrating a reflective approach to improving practice. The document suggests structuring the assignment by discussing theories of learning and assessment, applying research to their own context, and reflecting on assessment tasks and results.
The document discusses curriculum strategies to promote students' mental health and well-being. It identifies several factors that support or pose risks to students' mental health in the learning environment. It then outlines various strategies that can be incorporated into curriculum to foster students' mental health, including framing learning in terms of progress not failure, providing early and meaningful feedback, developing a sense of belonging through collaboration, ensuring cultural inclusiveness and relevance, and supporting the development of competence and professional identity. The discussion emphasizes understanding students' individual challenges and supporting staff confidence in promoting mental health through the curriculum.
This document discusses John Hattie's concept of "Know Thy Impact" and how teachers can maximize their impact on student learning. It suggests that teachers should ensure students know the learning intentions, what success will look like, and strategies they can use to be successful. When teachers make the learning goals clear and provide appropriate challenges and feedback, students are better able to drive their own learning. The document promotes the use of Understanding by Design framework and lists resources on Visible Learning and Hattie's research on instructional strategies that significantly improve student achievement.
The document discusses the benefits of Classroom Learning Labs (CLLs) for teacher professional development and collaboration. CLLs involve teachers observing each other's classrooms, providing feedback, and engaging in reflective conversations to improve instructional practices. Three key points:
1) CLLs encourage peer-to-peer learning and choice-driven professional development, unlike traditional top-down models.
2) Research shows collaboration improves teaching and boosts student achievement through complex problem-solving and sharing of expertise.
3) Teacher reflections indicate CLLs push them to higher levels of instruction and encourage risk-taking and reflection on teaching practices.
This document discusses developing student voice and choice in assessment. It provides suggestions for involving students more in the assessment process, including creating discipline-specific questions that require both surface and deep-level understanding. It also recommends developing rubrics that span different levels of understanding and are not specific to particular tasks, to give students more autonomy. The document acknowledges some common barriers to student voice in assessment, such as students rarely being involved in the assessment process and lack of clarity about expectations.
Training the Trainers: Faculty Development Meets Information Literacysusangar
This document summarizes a workshop on training faculty to teach information literacy. The workshop covered defining information literacy, barriers to implementing it, and ways for librarians and faculty to collaborate, including using a "train the trainer" approach. It described LMU's experiences developing information literacy sessions, curriculum mapping, and assessment. The workshop provided activities for faculty to learn outcomes, design assignments, and incorporate specific outcomes into courses.
Presentation ECEL 2019 experts study blended learningbbruggemanVUB
Experts were interviewed to identify teacher attributes relevant for blended learning implementation in higher education. Adaptive attributes included student-centered educational beliefs, openness to communicate and experiment with technology, and pedagogical creativity. Maladaptive attributes were an unclear concept of blended learning, believing teaching is less important than other tasks, and anxiety around technology. The relationship between beliefs and attitudes was found to be important, with beliefs at the core of adaptation. Addressing beliefs in professional development and providing support for experimentation were implications for facilitating uptake of blended learning.
This document provides a summary of a three-day workshop on assessment practices. The workshop focused on unpacking learning outcomes, formative assessment strategies, and effective grading practices. Key lessons from the workshop included using formative assessment to support student learning, developing learning progressions based on outcomes, and using clear criteria and rubrics to improve the accuracy and consistency of grading. The reflection discusses how the workshop stretched the author's thinking on assessment and areas that deserve further exploration, such as the relationship between grades and student motivation.
An INSET course I facilitated for colleagued at YWIES. The presentation focuses on the research Professor John Hattie and the implications for schools of his work.
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
This document provides an overview of an advisory program presentation focused on designing and implementing an effective advisory program. The presentation covers the benefits of advisory programs, defining college and career readiness, goals and benchmarks for a successful advisory, designing personalized learning in advisory, and lessons learned. It includes slides on operationalizing college and career readiness, sample advisory activities and structures, using feedback to guide advisory, and resources for further information. The overall presentation aims to provide school leaders with strategies and considerations for developing an advisory program focused on preparing students for college and careers.
This document discusses elements of greatness and school achievement data. It includes a list of elements of greatness such as vision, belief, desire, and courage. It then provides school achievement data from 2010-2011 including reading and math proficiency levels and AYP results. It encourages discussion of this data and focuses on continuing to improve student achievement.
This document provides an overview of a developing leaders course for 2015-2016. It introduces the participants and outlines the schedule and topics to be covered in the program. The purpose of the introductory day is to identify leadership development priorities, get an overview of the program, and consider participants' learning journeys. The course will address topics like understanding oneself as a leader, narrowing achievement gaps, managing teams, and leading teaching and learning. Participants will use blogs, reflections, and coaching sessions to document their learning and progress toward their leadership challenges.
This document discusses key aspects of effective learning and assessment in classrooms. It begins by outlining Guy Claxton's four aspects of effective learning: resilience, resourcefulness, reflectiveness, and reciprocity. It then discusses theories around classroom climate, including the dimensions of clarity, order, standards, fairness, participation, support, safety, and interest. The document also examines teacher effectiveness using Hay McBer's framework of professional characteristics, teaching skills, and classroom climate. It concludes that learning and assessment are shaped by the interplay between these classroom, teacher, and student factors.
Assessment in Education: Principles, Policy & Practicejaoverla
Presentasjon av artiklene:
Black, Paul and Wiliam, Dylan: Assessment in Education: Principles, Policy & Practice; Mar1998, Vol. 5 Issue 1, p7,
Black, P. & Wiliam, D. (1998): Inside the black box. Raising Standards Through Classroom
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.
CHALLENGES AND STRATEGIES IN ENGAGING STUDENTS (July 2)Mann Rentoy
This document discusses strategies for enhancing student engagement in the new normal of online learning. It begins by defining student engagement as having behavioral, cognitive, and affective dimensions that operate interdependently. Research finds that online learning can negatively impact student performance. The document emphasizes that student engagement requires more than just enjoyment and should involve intellectually challenging learning, making connections, and self-regulation. It stresses the importance of the teacher-student relationship and allowing student choice, while providing timely feedback. A variety of pedagogical approaches, including expository, interactive, and independent practice are recommended when teaching online.
This document discusses developing teacher leadership capacity. It provides research showing that teachers have a significant impact on student learning and outlines several strategies that are effective, such as teachers working together to evaluate their impact, conducting pre-assessments to inform instruction, and providing feedback to teachers on their impact. The document also discusses the need for teachers to value errors, provide an appropriate balance of surface and deep knowledge, and create an environment where ongoing learning is supported.
Workshop ii vl teachers(presentation deck)mmcdowell13
The slide deck showcases the actual slides used in the presentation. The outcomes for the presentation included:
- Understand the system-wide distributed leadership approach to embed the VL mindframes and associated VL research in and across a school system.
- Understand the implementation pathway (introduction, initiation, application, and capacity-building) for the relational and tactical aspects of leadership development.
- Review implementation milestones and challenges associated with leadership work
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
The document discusses strategies for effectively managing problem/project-based learning to enhance student learning. It emphasizes the importance of social learning, prior knowledge, and cognitive accelerators like cognitive conflict, metacognition, and social construction. Challenges in project-based learning include lack of problem-solving guidance and moderators. Recommendations include facilitating the problem-solving process, accessing student prior knowledge, designing for cognitive development, establishing routines, and responding flexibly to emerging situations. Project management involves launching projects, teaching processes, critiquing products, and presenting final projects.
Prepare d planning outstanding inquiry units- Next Steps Oct 2014Adrian Bertolini
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit. This workshop builds upon the 2013 workshop and continues exploring the elements that develop great inquiry units.
The document discusses assessment for learning. It defines assessment for learning as the process of gathering information about student learning through classroom activities to promote learning and achievement. For learning to take place, students need to understand the learning aim, why they need to learn it, their current progress, and how to achieve the aim. When students understand these principles, the quality of learning improves. Effective assessment involves teachers explaining aims, demonstrating standards, providing feedback, having high expectations, and developing students' self-assessment skills. Assessment for learning empowers students by informing them of their progress and allowing them to take action to improve.
This document discusses factors that contribute to an effective education. It explores the importance of developing surface knowledge, deep understanding, and the ability to transfer learning. The most influential factors include teachers collaborating to evaluate their impact, establishing clear success criteria, welcoming errors as learning opportunities, and providing feedback to teachers. An effective education also focuses on developing skills like self-efficacy, optimism, and resilience in students. The goal is for every student to achieve at least one year of academic growth for each year of instruction in a supportive learning environment.
The backward design model comprises three stages:
I. Identify desired results
II. Determine acceptable evidence
III. Plan learning experiences and instruction. Once desired results and evidence are determined, a lesson plan can be developed to help students reach the objectives. Wiggins and McTighe's "WHERE" approach is used in planning instruction and experiences.
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
Changing the Lens on Teaching and Learning 11-14-12Keith Eades
This document provides an overview of a workshop for Robeson County coaches on examining the impact of instruction and improving student-centered lesson observations. The workshop objectives are to explore components of change, identify and examine evidence and impact on student learning, and develop skills in conducting student-centered observations. Several topics are covered, including requirements for changing school culture, transforming school cultures, examining the impact of instruction, evaluating teaching and learning, providing evidence of impact, and conducting lesson observations. The workshop includes activities, discussions, and opportunities for peer observation and feedback.
The document discusses assessment strategies that teachers can use to guide instruction. It recommends that assessments include both formative and summative components and use multiple types of assessments. Teachers should design effective authentic assessments and rubrics to evaluate student work. When using standardized tests, teachers should help students prepare and help parents understand the tests. The document also discusses using authentic assessments to focus on learning and guide instructional decisions. It provides examples of authentic assessments and strategies for managing grading workload.
The document discusses various criteria for curriculum assessment, goals and objectives, instruction, and evaluation. It provides:
1. Criteria are standards used to assess different elements of the curriculum and determine competency levels. Goals and objectives must reflect curriculum domains and student needs.
2. There are two approaches to instruction - supplantive is teacher-directed while generative is student-directed. The appropriate approach depends on student and task factors.
3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
This document discusses student assessment in 21st century education. The presenter aims to make the case for formative assessment and focus on feedback as a key attribute. They provide context about their 50 years of experience in teaching and assessment. Key references are cited that emphasize the importance of formative assessment and feedback to empower student learning. Characteristics of expert learners are outlined, including the role of prior knowledge, practice and feedback, and transfer of knowledge. The development of expertise involves multiple paths to learning within social and cultural contexts.
The document discusses various topics related to retraining teachers, including:
- Different levels and types of teacher training, professional development, and retraining.
- Factors that prompt the need for retraining and teachers' attitudes towards it.
- The role of school leaders in supporting teacher development and expectations for teacher performance.
- Elements of effective professional development programs, such as being content-focused, incorporating active learning, and providing coaching.
- Potential topics that could be covered in retraining programs.
- Strategies for supporting and encouraging ongoing professional learning opportunities for teachers.
The future of education ACACA conference Claire Amos
This document discusses using teaching as inquiry to develop e-learning action plans. It explains that professional learning groups will focus on selected students and desired learning outcomes. They will then plan ICT strategies, timeline, and evidence of learning shifts. E-mentors will support this process. The goal is to personalize learning using effective pedagogy and focus on student outcomes rather than technology. Tips include integrating initiatives, allowing curriculum-based groups, providing templates and timelines, and sharing plans.
This document provides an overview of instructional rounds for administrators and teachers. It explains that instructional rounds are a research-based process modeled after clinical rounds in medicine where teams of educators briefly visit classrooms to observe and collect data around an identified problem of practice in order to accelerate instructional improvement. The document outlines the four steps of instructional rounds: defining a problem of practice, observation of practice, observation debrief, and identifying next steps. It emphasizes that rounds are descriptive, not evaluative, and focus on patterns of practice rather than individual teachers. The overall goal is collective learning to continuously improve teaching and learning.
This document outlines an agenda for a staff development session focused on assessment for learning. It begins with establishing a shared understanding of assessment for learning and reflecting on current classroom practices. Participants will then work on developing student skills and modifying programs to better incorporate assessment for learning approaches. The goal is to help students become more self-regulated and responsible for their own learning. Key concepts that will be explored include the research supporting assessment for learning, challenges to implementing it, and strategies for clarifying learning intentions and providing effective feedback.
This document provides information on strategies for actively engaging students in whole group instruction. It defines active engagement as involving motivation, conceptual knowledge, cognitive strategies, and social interactions. Some key strategies discussed include:
- Using cognitive strategies like activating prior knowledge, self-questioning, monitoring comprehension, and summarizing.
- Promoting social interaction and sharing of reading and writing.
- Ensuring an optimal level of challenge, feedback, and support to intrinsically motivate students.
- Directly teaching classroom management routines and instructional routines to facilitate engagement.
This document discusses how technology can be used to support effective teaching. It argues that while technology has mainly focused on supporting students, there is a need to develop tools that help teachers as well. Some key areas that could be supported include student self-assessment, providing effective feedback, and monitoring student progress. The document also examines frameworks for understanding classroom dynamics and outlines a potential learning management system called "My Learning" that aims to keep stakeholders informed and help teachers make data-driven decisions to improve instruction.
This document outlines an agenda and materials for a training workshop on assessment for learning. The workshop will cover:
1. Key principles of formative and summative assessment, including using assessment to provide feedback and adjust teaching.
2. Different teaching contexts and how to plan for various learning styles using formative assessment strategies like questioning, self-assessment, and providing feedback.
3. The role of school and subject leadership in supporting assessment for learning.
The workshop aims to help educators better understand assessment for learning and how to implement practices that actively involve students in assessing their own learning.
Interdisciplinary teaching and learning- objectives and assessmentAbhishek Nayan
There are several approaches of education like Interdisciplinary, Cross disciplinary and Multidisciplinary apprach. Interdisciplinary approach uses methods and concepts from different discipline to achieve its aims and objectives. Check the slides to know more.
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Developing a System-wide Approach
to Support Students in Seeing
Themselves As Their Own Teachers
Michael McDowell, Ed.D.
#vlconf2014
2. How do we develop an educational system
that supports all students in seeing
themselves as their own teachers?
#vlconf2014
3.
4. First Theory of action
– If all students have clarity regarding
outcomes, success criteria, knowledge of
current performance, and voice and choice in
the learning process, then students will
substantially improve in their learning and
take greater responsibility over their learning.
5. Second Theory of action
• If teachers provide clarity of learning outcomes,
success criteria, knowledge of current
performance, and voice and choice in the
learning process, then students will substantially
improve in their learning and take greater
responsibility over their learning.
8. #vlconf2014
Outcomes
• To understand a system-wide approach for
enabling students to have:
• Access to core learning outcomes,
• Clarity of expectations,
• Knowledge of performance levels, and
• The opportunity to make decisions in the
learning process
9. #vlconf2014
Outcomes
Understand the actions students have taken to see
themselves as their own teachers in the
classrooms.
Understand the actions teachers have taken to
see learning through the eyes of students
12. Research Guidance
Strategy Effect
Teachers working together to evaluate their impact and responding to
that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction,
and providing students with a clear understanding of expectations for
meeting learning outcomes (Where are we going?, where are we now?,
and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep
level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
13. What’s the story?
• Teachers are among the most powerful
influences on learning
15. Teachers need to be directive, influential,
caring, and actively engaged in the passion
of teaching and learning
16. • Teachers need to be aware of what each and
every student is thinking and knowing, to
construct meaning and meaningful experiences in
light of this knowledge, and have proficient
knowledge and understanding of their content to
provide meaningful and appropriate feedback
such that each student moves progressively
through the curriculum levels
17. #vlconf2014
- Where is the learner going?
- Where is the learner now?
- What are the learner’s next steps?
- In light of the evidence, what approaches
appear to efficiently and effectively enhance the
learning process?
18. • Teachers need to move from the single
idea to multiple ideas, and to relate and
then extend these ideas such that learners
construct and reconstruct knowledge and
ideas. It is not the knowledge or ideas, but
the learner’s construction of this
knowledge and these ideas that is critical.
19. School leaders and teachers need to create
school, staffroom, and classroom environments
where error is welcomed as a learning
opportunity, where discarding incorrect
knowledge and understandings is welcomed,
and where participants can feel safe to learn,
re-learn, and explore knowledge and
understanding.
20. Research Guidance
Strategy Effect
Teachers working together to evaluate their impact and responding to
that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction,
and providing students with a clear understanding of expectations for
meeting learning outcomes (Where are we going?, where are we now?,
and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep
level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
22. A culture & climate conducive to improving teaching and
learning
23. What do we want all
students to know and be
able to do?
How do we know when
students are learning?
What do we do based on
such results?
How do we work together
to review and respond to
student learning?
24. What do we want all
students to know and be
able to do?
What do we do based on
these results?
How do we work together
to review and respond to
student learning?
Common Outcomes
Common Scales
Common Intervention
Criteria
Common Culture and
Work
How do we know when
students are learning?
29. Score Description
4 Extension
Applying Understanding
3 Relational
Making Meaning
2 Single/Multiple
Building Knowledge
1 Direct Support
Proficiency
Not Yet
Proficiency
33. Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient
(0.0-2.25)
Make A Change!
• Review & Make Changes to
Instructional Strategies
Keep it up!
• More Time
• Same Instructional
Program
• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes to
Instructional Strategies
Success
• Capture Instructional
Strategies
• Celebrate Success
• Continue Practices
34. Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient
(0.0-2.5)
Make A Change!
• Review & Make Changes to
Instructional Strategies
Keep it up!
• More Time
• Same Instructional
Program
• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes to
Instructional Strategies
Success
• Capture Instructional
Strategies
• Celebrate Success
• Continue Practices
Capture
Success/Replicate
Change
35. What? So What? Now What?
Moving from Data Analysis to Response
36. Single/Multiple Ideas- What instructional approaches
will support students in understanding foundational
knowledge (e.g. facts, vocabulary terms) related to
learning outcomes?
Relating ideas- What instructional approaches support
students in connecting and contrasting ideas? What
are generalizations and principles that can be made
about these ideas?
Extending ideas- What instructional approaches support
students in applying the learning outcomes to other
contexts
Next Steps- Teachers
37. Single/Multiple Ideas- What strategies am I using that
will support me in building knowledge and skills (e.g.
facts, vocabulary terms) related to learning outcomes?
Relating ideas- What approaches appear to be working
or I should attempt to connect and contrast ideas? How
am I going as related to making generalizations and
principles?
Extending ideas- What approaches support me in
applying the learning outcomes to other contexts?
Next Steps- Students
38. Math Strategies
Below Average
• Counting all 22%
• Counting on 72%
• Known facts 6%
• Derived facts/Number
Sense 0%
Above Average
• Counting all 0%
• Counting on 9%
• Known facts 30%
• Derived facts/Number
Sense 61%
39. Aligning “High Probability Strategies” from the
Art and Science of Teaching to Progression
Levels.
Outcome Questions Activities
Applying understanding What do I typically do to
engage students in
cognitively complex tasks
involving hypothesis
generation and testing?
Experimental-inquiry
tasks
Problem-solving tasks
Making meaning What do I typically do to
organize students and
deepen knowledge?
Venn diagrams
Comparison matrix
Building knowledge What do I typically do to
identify critical
information?
Identifying critical input
experiences
44. • Driver of customization is impact
• Impact is identified through progress and
proficiency
• Impact is discussed by all stakeholders
• All stakeholders have degrees of voice
and choice in showing, celebrating, and
improving upon their impact.
46. #vlconf2014
Support Systems
– Governance Purpose, Procedures,
Agreements
– Aligning policy
– Allocating resources
– Developing a distributed leadership team
– Codifying and Focusing Human Capacity
Efforts
47. Research Guidance
Strategy Effect
Teachers working together to evaluate their impact and responding to
that impact 0.93
Teachers conduct pre-assessments, utilizing data to inform instruction,
and providing students with a clear understanding of expectations for
meeting learning outcomes (Where are we going?, where are we now?,
and what’s next?
0.77
Teachers using practices in the classroom that values errors and trust 0.72
Teachers receive feedback on their impact on student learning 0.72
Teachers are providing an appropriate proportion of surface and deep
level knowledge 0.71
Providing students with challenge and practice at the right level 0.60
48. Part II
How do we operationalize a learning
system to substantially impact
all learners?
49. #vlconf2014
- Where is the learner going?
- Where is the learner now?
- What are the learner’s next steps?
- In light of the evidence, what approaches
appear to efficiently and effectively enhance the
learning process?
50. Where we are going?
(Program Goals)
Where we are?
(Proficiency Scales) Where to next?
53. Be honest with where I am at on
learning progressions. I definitely am
honest with where I am in this class.
This way of assessment has
completely made me feel alright with
being in the pit because I know that I
am not stuck there and that I can get
myself out of it. I really appreciate all
that you have done to make us feel
comfortable with progress.
54. Be open to struggling…Before this class I was not open to
struggling at all, so this took me a while to get used to.
Now I know that I can get myself out of the pit, so I feel
comfortable being in it! I just wish it was this way in the
rest of my classes. ):
55. My annotations and thoughts on written pieces were at
about a 1 level at the beginning of the semester, but with
guidance in class and a lot of practice I have grown to
getting a four on the last annotation. Next semester I
hope to grow further.
56. #vlconf2014
- What are the teacher’s next steps?
- In light of the evidence, what approaches
appear to efficiently and effectively enhance the
learning process?
57. Learn more about Visible Learningplus
at www.corwin.com/visiblelearning
Editor's Notes
Utilize Today’s meet to include your “knows” and your “need to knows”
Driving Question of the presentation/workshop
The key words are voice, choice, access, clarity, progress and proficiency
Kids don’t learn important information that’s right in front of them, unless an adult is actively teaching them.
Butler & Markman, 2014
Sponges and Spoodles
72 children
7+18
Grey and Tall (1994)
High yield approaches, aligning to LSI features
Where we are going? Program Goals/Learning Targets, learning intentions, includes success criteria
Where we are? The various forms of assessment to identify progress
Where to next? Our response to that assessment.
Think Gap