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.
6. How do we develop an educational system
that supports all students in seeing
themselves as their own teachers?
#vlconf2014
7.
8. 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.
9. 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.
13. #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
14. #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
21. • 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
22. #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?
23. • 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.
24. 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.
25. Factor influence on achievement (Hattie,
2009)
Birth weight (.54)
Lack of Illness (.23)
Diet (.12)
Drug interventions (.33)
Exercise (.28)
Socioeconomic status (.57)
Family structure (.17)
Home environment (.57)
Parental involvement (.51)
teacher student relationships (.72)
P.D. (.62)
teacher clarity (.75)
microteaching (.88)
feedback (.73)
Goals (.56)
Mastery Learning (.58)
Providing formative evaluation (.90)
Spaced vs. Massed Practice (.71)
26. Effect sizes from teaching or working
conditions
Quality of Teaching (.77)
Reciprocal Teaching (.74)
Teacher-Student
relationships (.72)
Providing Feedback (.72)
Meta-cognition strategies (.67)
Direct Instruction (.59)
Mastery Learning (.57)
Ave (.68)
Within class grouping (.28)
Adding more finances (.23)
Reducing class size (.21)
Ability grouping (.11)
Multi-grade/age (.04)
Open v. trad (. 01)
summer vacation (-.09)
Retention (-.16)
Ave (.08)
27. Effect sizes for teacher as activator and
teacher as facilitator
Reciprocal Teaching (.74)
Feedback (.72)
Direct Instruction (.59)
Problem Solving teaching (.61)
Mastery Learning (.57)
Goals-Challenging (.56)
Average activator (.63)
Simulations and gaming (.32)
Inquiry-based teaching (.31)
Individualized instruction (.20)
PBL (.15)
Web-based learning (.09)
Whole language-reading (.06)
Average facilitator (.17)
28. Effect sizes for teacher as activator and
teacher as facilitator
Reciprocal Teaching (.74)
Feedback (.72)
Direct Instruction (.59)
Problem Solving teaching (.61)
Mastery Learning (.57)
Goals-Challenging (.56)
Average activator (.63)
Simulations and gaming (.32)
Inquiry-based teaching (.31)
Individualized instruction (.20)
PBL (.15)
Web-based learning (.09)
Whole language-reading (.06)
Average facilitator (.17)
What are the key difference between these methods?
The key is the role of the teacher…We go back to the
story
29. Variables that don’t have a substantial impact-
THE POLITICS OF DISTRACTION
• Attributes of students have a low effect on student
learning (gender, parental employment, adoption,
personality, labeling of students) (less than .18)
• Deep Programs matching styles of learning, inquiry
based methods, individualized instruction, distance
education (less than .22)
• School and Class Structure Summer school,
finance, class size, ability grouping, retention, multi-
grade/age classes, changing school calendars (less
that .10)
30. 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
31. 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
33. A culture & climate conducive to improving teaching and
learning
34. 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?
35. 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?
37. 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?
42. Score Description
4 Extension
Applying Understanding
3 Relational
Making Meaning
2 Single/Multiple
Building Knowledge
1 Direct Support
Proficiency
Not Yet
Proficiency
46. A tale of two tools
Rubric 1.0 Rubric 2.0 (scale)
Multi-dimensional Uni-dimensional
Context-rich Context-poor
Task oriented Learning oriented
Substantial criteria per level minimal criteria per level
Progression levels dictated
by rubric purpose
Progression levels dictated
by learning taxonomy
Limits autonomy Enhances autonomy
Compliance orientation Performance orientation
* This is typical , not always the case
49. 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
50. 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
51. Limited Gain (0.0-0.5) Expected Growth (.5 +)
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
52. What? So What? Now What?
Moving from Data Analysis to Response
53. 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
54. 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
55. 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%
61. • 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.
62. #vlconf2014
Support Systems
– Governance Purpose, Procedures,
Agreements
– Aligning policy
– Allocating resources
– Developing a distributed leadership team
– Codifying and Focusing Human Capacity
Efforts
63. 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
64.
65. Part II
How do we operationalize a learning
system to substantially impact
all learners?
66. #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?
71. 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.
72. 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. ):
73. 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.
75. • Students are rarely involved in the
assessment process
• Curriculum design rarely introduces
questions, criteria, and tasks for students to
solve that require a range of surface and
deep level knowledge
• Student thinking is dramatically influenced
by context (rubrics and project
expectations)
• Voice and Choice in tasks and
assessments are rarely accessible or
76. 1. Create discipline centered questions for surface
and deep level understanding
2. Identify a myriad of contexts that can be used to
extend student learning across disciplines
3. Determine degree of autonomy related to context
and tasks.
77. Goal- Student understands the relationship between historical events and
artistic expression
Extended- Understand how art represents human behavior that stands the
test of time.
Relational- Understands the relationship between the creation or
expression of art and the events of the time.
Single/Multiple- Understand how compositional principles are identified in
famous pieces of art
TUHSD
78. TUHSD
Goal- Student understands the relationship
between historical events and artistic
expression
Academic Question
Extended- Understand how art represents
human behavior that stands the test of time.
Relational- Understands the relationship
between the creation or expression of art
and the events of the time.
Single/Multiple- Understand how
compositional principles are identified in
famous pieces of art
How does this painting relate to
contemporary time?
How does this piece connect to the time of
its creation? Or, What do you consider the
author was saying through his painting?
Who created the following piece? What is
the name of the piece? What are two
compositional principles that the artist used
in the piece?
79. • The student will initiate and participate effectively
in a range of collaborative discussions (one on
one, in groups, and teacher led) with diverse
partners on grade-appropriate topics, texts, and
issues, building on others’ ideas and expressing
their own clearly and persuasively (SL. 11-12.1)
• The student will draw skillfully across various
sources of influence to motivate and enable vital
behaviors so that important personal, social, and
organization goals are accomplished.
82. #vlconf2014
- What are the teacher’s next steps?
- In light of the evidence, what approaches
appear to efficiently and effectively enhance the
learning process?
83. #vlconf2014
- What are the student’s next steps?
- In light of the evidence, what approaches
appear to efficiently and effectively enhance the
learning process?
93. 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
96. 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
Driving Question of the presentation/workshop
Driving Question of the presentation/workshop
The key words are voice, choice, access, clarity, progress and proficiency
Confronting content and 21st Century skills and knowledge
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
High yield approaches, aligning to LSI features
Structure of observed learning outcome
72 children
7+18
Grey and Tall (1994)
High yield approaches, aligning to LSI features
Discuss Grading, CoS,
Single/Multiple (single) v Relational/Extended (deep)
Single/Multiple (single) v Relational/Extended (deep)
