5. • “Its unbelievable how much you don’t know
about the game you’ve been playing all your
life”
- Mantle
6. Few points of reference
- 915 Meta-analysis
- 60,155 studies
- 245 million students
- 159,570 effect sizes reported
- This data set is for the purpose of
discussion
- There are moderators
7.
8. What’s the story?
• Teachers are among the most powerful
influences on learning
9. Teachers need to be directive, influential, caring,
and actively engaged in the passion of teaching
and learning
11. • 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
12. • Teachers and students need
to know
Where are we going?,
How are you going, and
what’s next?
13. • 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.
14. • 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.
15. 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
16. 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
32. 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)
33. 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)
34. 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)
35. 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
36. 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)
37. 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?
38. 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?
43. • “Setting the Stage”
• Approaching backbone and customization
differently
• Grounding work in specific behaviors that
align to a learning based mindset
Approach to building capacity
49. Project
Relational
• “We are change agents”
• Talk more about learning
than teaching
• Engage in dialogue not
monologue
• Enjoying the challenge
• Positive relationships
Tactical
• Evaluate the effects of their
teaching
• Assessment as feedback
regarding their impact
• Inform all about the
language of learning
50. • “We are change
agents”
• Talk more about
learning than
teaching
• Engage in dialogue
not monologue
• Enjoying the
challenge
• Positive
relationships
• Hiring Practices
(structured interviews)
• Creating a CIA defined
autonomy Infrastructure
• Conversational Approach
• Meeting Structure and
Function
• Codifying Capacity
Building
• Leadership
Teams
57. Unhealthy Motives Motives of Dialogue
Be right
Look good/safe face
Win
Punish, blame
Avoid conflict
Learn
Find the truth
Produce results
Strengthen
relationships
69. Score Description
4 Extension
Applying Understanding
3 Relational
Making Meaning
2 Single/Multiple
Building Knowledge
1 Direct Support
Proficiency
Not Yet
Proficiency
73. 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
74. Limited Growth
(0.0-0.5)
Expected Growth
(1.0 +)
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
75. 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
76.
77.
78.
79. What? So What? Now What?
Moving from Data Analysis to Response
80. 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 project
expectations?
Next Steps
81. 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
82. A culture & climate conducive to improving teaching and
learning
83. 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.
84. 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. ):
85. 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.
87. 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
Before we get started, we are going to “stop” and introduce ourselves.
Buck Institute for Education (BIE): WHO WE ARE (Founded in 1987)
- The PBL Handbooks that has sold over 35,000 copies and is translated in 5 and soon to be 7 languages.
- The NEW PBL Starter Kit that is more teacher friendly and anecdotal
NEW website with free downloads and videos
- They find people like myself who could help share their experience.
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
Golden Circle
Confronting content and 21st Century skills and knowledge
Understand the implementation pathway for the relational and tactical aspects of leadership development.
It turns out its not about who teachers are, its not about what teachers do, its not who the students are, what really matters think about their impact on their students.
High yield approaches, aligning to LSI features
High yield approaches, aligning to LSI features
Boundary management
Review implementation milestones and challenges associated with leadership work
“...pre-assessment is often used only to compare pre and post unit results, thus serving little more than a thief of instructional time and discouraging exercise for students” (Hockett and Doubet, 2013)
“The most useful pre-assessments serve as an invitation to the coming learning experience”
Habits of Practice; Mind frames
VL Mindframes
Understand how the VL mindframes and VL research were utilized as the foundational elements of a system-wide distributed leadership model
In difficult situations, most people think in ways that lead us to actions that create unintended negative consequences and we are unaware that we are doing so.
All people have mental images, some hidden, that govern our actions. We may state things differently than how we act and we may not realize “the gap.”
most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition.
Pre-Assessment
Two key factors appear to emerge relating to the concept of power (as it relates to teaching and learning). 1. Is the concept of disclosure of intention, 2. Is the concept of direction (students will push on the direction of the class if they find it uncomfortable or different from prior expectations)
Brookfield
contradictory dynamic: attending assiduously to building trust and being transparent by making full disclosure in advance of one’s agenda (which is something that is supposed to increase learners’ openness to new learning) is often canceled out by the equally justifiable need to conceal significant information about the learning agenda (to avoid learners deciding prematurely to exit the activity).Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition.
most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition.
Two key factors appear to emerge relating to the concept of power (as it relates to teaching and learning). 1. Is the concept of disclosure of intention, 2. Is the concept of direction (students will push on the direction of the class if they find it uncomfortable or different from prior expectations)
Brookfield
contradictory dynamic: attending assiduously to building trust and being transparent by making full disclosure in advance of one’s agenda (which is something that is supposed to increase learners’ openness to new learning) is often canceled out by the equally justifiable need to conceal significant information about the learning agenda (to avoid learners deciding prematurely to exit the activity).Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition.
most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition.
Leader Retention
“Hits” – Gladwell
people don’t seek out challenges…they are apt to take on and plunge into new tasks because of the erroneously presumed absence of a challenge- because the task looks easier and more manageable than it will turn out to be.”
Gladwell goes further to discuss that perhaps ignorance is not an impediment to progress; rather ignorance is a precondition for progress
https://www.youtube.com/watch?v=eVtCO84MDj8
Knowledge-base
Assumption of knowledge- we already know this…
Differentiation
BEGIN WITH THE END IN MIND. What are the “enduring” skills and dispositions that you want your students “to develop” before they graduate?
BEGIN WITH THE END IN MIND. What are the “enduring” skills and dispositions that you want your students “to develop” before they graduate?
Next Steps Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.