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.
Well-Being of Primary and Secondary School Students: A Longitudinal PerspectiveJulia Morinaj
Although the previous research on well-being has predominantly focused on the well-being of adults, in recent years the focus has shifted to the well-being of children and young adolescents. Facilitating students’ well-being at early stages of life forms a basis for their future well-being as adults (Rees et al., 2012). Not only does students’ well-being contribute to their engagement, enjoyment, and academic achievement in school, but it also helps to escalate the process of becoming self-directed life-long learners and responsible citizens (Noble & McGrath, 2016). Therefore, understanding students’ well-being as they move through different stages in life is crucial to creating an appropriate educational environment for effective student functioning. To address this issue, the present study investigated the development of student well-being among primary and secondary school students. So far, there is the apparant lack of longitudinal research examining the developmental trends of student well-being at different stages of child development.
In accordance with the stage-environment fit theory (e.g., Eccles & Gootman, 2002) and research on academic motivation and student engagement (Gottfried, Fleming, & Gottfried, 2001), we expected that secondary school students would show lower well-being compared to primary school students, due to considerable social, physical, cognitive, emotional changes associated with early adolescence as well as changes in environmental conditions. We also investigated the possible effects of gender and a migration background on student well-being.
The present study employed the data from the longitudinal research project “School Alienation in Switzerland and Luxembourg” (SASAL, 2015–2019). The sample included 406 primary school students (46.3% male; Mage t1 = 10.3 years [SD = .99]; t1: grade 4, t2: grade 5, t3: grade 6) and 403 secondary school students (44.3% male; Mage t1 = 13.0 years [SD = .54]; t1: grade 7, t2: grade 8, t3: grade 9) from the Swiss canton of Bern. Student well-being, including six distinct dimensions, was assesses with the 19-item student well-being questionnaire (Hascher, 2007).
The findings suggested that student well-being decreases as students move from primary to secondary education that could be explained by a misfit between adolescents’ needs and their school environments (Archambault et al., 2009). Significant differences were also found across gender and students with and without a migration background. In general, our findings suggest that student well-being may vary by educational stage, gender, and a migration background. This study contributes to a deeper understanding of the underlying mechanisms behind student well-being and particularly vulnerable areas at different developmental stages that is crucial to creating an appropriate educational environment for positive student functioning and designing pertinent classroom interventions.
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.
Well-Being of Primary and Secondary School Students: A Longitudinal PerspectiveJulia Morinaj
Although the previous research on well-being has predominantly focused on the well-being of adults, in recent years the focus has shifted to the well-being of children and young adolescents. Facilitating students’ well-being at early stages of life forms a basis for their future well-being as adults (Rees et al., 2012). Not only does students’ well-being contribute to their engagement, enjoyment, and academic achievement in school, but it also helps to escalate the process of becoming self-directed life-long learners and responsible citizens (Noble & McGrath, 2016). Therefore, understanding students’ well-being as they move through different stages in life is crucial to creating an appropriate educational environment for effective student functioning. To address this issue, the present study investigated the development of student well-being among primary and secondary school students. So far, there is the apparant lack of longitudinal research examining the developmental trends of student well-being at different stages of child development.
In accordance with the stage-environment fit theory (e.g., Eccles & Gootman, 2002) and research on academic motivation and student engagement (Gottfried, Fleming, & Gottfried, 2001), we expected that secondary school students would show lower well-being compared to primary school students, due to considerable social, physical, cognitive, emotional changes associated with early adolescence as well as changes in environmental conditions. We also investigated the possible effects of gender and a migration background on student well-being.
The present study employed the data from the longitudinal research project “School Alienation in Switzerland and Luxembourg” (SASAL, 2015–2019). The sample included 406 primary school students (46.3% male; Mage t1 = 10.3 years [SD = .99]; t1: grade 4, t2: grade 5, t3: grade 6) and 403 secondary school students (44.3% male; Mage t1 = 13.0 years [SD = .54]; t1: grade 7, t2: grade 8, t3: grade 9) from the Swiss canton of Bern. Student well-being, including six distinct dimensions, was assesses with the 19-item student well-being questionnaire (Hascher, 2007).
The findings suggested that student well-being decreases as students move from primary to secondary education that could be explained by a misfit between adolescents’ needs and their school environments (Archambault et al., 2009). Significant differences were also found across gender and students with and without a migration background. In general, our findings suggest that student well-being may vary by educational stage, gender, and a migration background. This study contributes to a deeper understanding of the underlying mechanisms behind student well-being and particularly vulnerable areas at different developmental stages that is crucial to creating an appropriate educational environment for positive student functioning and designing pertinent classroom interventions.
16 Teaching feedback quotes for professional developmentSteven Kolber
16 Teaching feedback quotes for professional development, to get teachers comparing, contrasting and discussing different purposes for feedback and written comments, such as Reporting, reports, report writing and similar
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
Presenters representing various perspectives (e.g., community-based agency,
Education, and Juvenile Justice) shared their experience of blending services and
dollars within the School-wide Positive Behavior Interventions and
Support (SWPBIS) framework to identify and provide rapid access to treatment to
students that would otherwise be fragmented. It is estimated that as many as one in every six children in the country has a developmental or behavioral disability. Yet, only one out of five of those children receive the mental health services they need. Of those children that receive services, approximately 80% do so within a school setting. The relationship between social and emotional development to achievement has been well-documented. Subsequently, there has been considerable attention on the development of models for mental health in schools, including social emotional learning, school-wide prevention systems and more timely and effective treatment options for youth with more intensive mental health challenges.
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.
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.
16 Teaching feedback quotes for professional developmentSteven Kolber
16 Teaching feedback quotes for professional development, to get teachers comparing, contrasting and discussing different purposes for feedback and written comments, such as Reporting, reports, report writing and similar
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
Presenters representing various perspectives (e.g., community-based agency,
Education, and Juvenile Justice) shared their experience of blending services and
dollars within the School-wide Positive Behavior Interventions and
Support (SWPBIS) framework to identify and provide rapid access to treatment to
students that would otherwise be fragmented. It is estimated that as many as one in every six children in the country has a developmental or behavioral disability. Yet, only one out of five of those children receive the mental health services they need. Of those children that receive services, approximately 80% do so within a school setting. The relationship between social and emotional development to achievement has been well-documented. Subsequently, there has been considerable attention on the development of models for mental health in schools, including social emotional learning, school-wide prevention systems and more timely and effective treatment options for youth with more intensive mental health challenges.
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.
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.
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
Schoolwide Change Through Improved Teacher Instructioncatapultlearn
Schoolwide change comes about through improved teacher instruction, but the role of the principal as the instructional leader is also central to this premise. Vibrant learning communities are developed when these roles work together. This two-part webinar will explore the principal’s role in providing the environment where student achievement is enhanced, then investigate how the teacher’s role is strengthened in providing sound and effective instruction, regardless of the standards that drive a school in its pursuit of excellence.
In this webinar, you will learn:
The universal, constant concepts to deliver effective student learning
How education resides in the culture of change
The Four Essential Skills for an Effective Learning Leader
The importance of communicating clear learning targets to students
How formative assessments drive effective instruction
How to enhance engagement and promote deeper understanding of content through student-centered learning environments
Similar to System Wide Impact on Student Learning (20)
Hiring for Impact- Visible Learning 2016mmcdowell13
The following slide deck was presented at the Annual Visible Learning Conference in Washington D.C. in 2016. The slide deck presents specific strategies school leaders may utilize to ensure highly effective teachers and leaders are selected for employment and supported throughout their career.
The following slide deck was presented at the Annual Visible Learning Conference in Washington D.C. July 2016. The slide deck provides specific strategies teachers and leaders can utilize to develop assessment capable learners.
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
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
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 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.
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. A culture & climate conducive to improving
teaching and learning
17. 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)
18. 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)
19. 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)
20. 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
21. 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)
31. 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
32. An example
• Homework- effect size = .29
• Rank 88th
• Number of Meta-analysis 5
• Number of studies 161
• Number of effects 295
• Number of people 105,282
33. • Exploring each variable-
• High school twice as large
• Short time periods are important
• Direct parent involvement had a
negative effect
• Lack of monitoring
• Difficulty
• Prescribing homework does not help
in time management skills
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?
44. Score Description
4 Extension
Applying Understanding
3 Relational
Making Meaning
2 Single/Multiple
Building Knowledge
1 Direct Support
Proficiency
Not Yet
Proficiency
48. 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
49. 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
50. What? So What? Now What?
Moving from Data Analysis to
Response
51. 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
52. 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
53. 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%
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
59. • 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.
63. Score Description
4 Extension
Applying Understanding
3 Relational
Making Meaning
2 Single/Multiple
Building Knowledge
1 Direct Support
Proficiency
Not Yet
Proficiency
67. 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
68. 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
69. What? So What? Now What?
Moving from Data Analysis to
Response
70. 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
71. 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
72. 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%
73. 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
78. • 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.
79. Where we are going?
(Program Goals)
Where we are?
(Proficiency Scales) Where to next?
82. 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.
83. 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. ):
84. 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.
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
Boundary management
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.
Agnostic-
72 children
7+18
Grey and Tall (1994)
72 children
7+18
Grey and Tall (1994)
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