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High Quality Instruction and What Really Matters. Ingham ISD Principal’s Academy October, 2012. Outcomes. Brief review of the key distinctions between elementary and secondary MTSS model Brief review components of guided and unguided instruction
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High Quality Instruction and What Really Matters Ingham ISD Principal’s Academy October, 2012
Outcomes • Brief review of the key distinctions between elementary and secondary MTSS model • Brief review components of guided and unguided instruction • Deepen knowledge about the importance of focusing efforts: Visible Learning
Agenda 1.0 Review from previous session 2.0 Focusing on what really matters
Elementary vs. Secondary MTSS Models • RtI research is more prevalent at the early elementary level • Attempts have been made to superimpose an early elementary RtI model on middle and high school buildings • There were unintended consequences as a result…
Elementary vs. Secondary MTSS Models (cont.) • Unintended consequences centered around the key distinctions between elementary and secondary settings • Key distinctions: • Number of teachers who interact with students • Scheduling • Core instruction • Assessments • Focus
High quality instruction is one of the common threads between elementary and secondary MTSS models.
We have extra copies of this article for people who were unable to attend the previous session.
Key Points • Guided vs. unguided instruction • Components of each • When and who to use • Other names for unguided instruction (discovery learning, inquiry learning, constructivism)
Key Points • Anatomy of the brain • Limitations of working memory (space) • Importance of long term memory • Building background knowledge is essential for moving information to long term memory
Anticipatory Guide Tips • Great to use before reading and after reading to increase comprehension • An extension activity could include having students correct the statements that were “disagree” statements
Activity • Independently review the corrected anticipatory guide to refresh your memory about what you read from the last session.
Today’s Focus • We will be delving into the book Visible Learning via a podcast with the author, John Hattie • Throughout the podcast, I will ask you to engage in conversation around what was heard and how what you heard either validates or challenges your paradigm of professional practice
Capturing Your Thoughts • Please be sure to take notes on what confirmed what you know; things you want to know more about; and/or things that challenged your existing paradigm of what constitutes effective practice
Outcomes • As a result of this session you will have a better understanding of the following: • What teachers do matters • Some things matter more than others • Some things are more harmful than others • It is imperative that both teaching and learning be visible • Visible teaching and learning combines teacher-centered teaching and student-centered learning rather than over-emphasizes “facilitative” teaching
Agreements • Suspend judgment • Do further reading in “Visible Learning” to deepen your knowledge about things you want to learn more about and/or to clarify information that conflicts with pre-existing beliefs • Focus on evidence and/or finding research to substantiate your belief(s) if some of Hattie’s findings are misaligned with your existing paradigm • Accept that anything can happen by chance (variance in studies) but relying on chances can be detrimental to the lives of our students
“We need a barometer of what works best, and such a barometer can also establish guidelines as to what is excellent…excellence is attainable: there are many instances of excellence, some of it fleeting, some of it aplenty…”
Activity • Using “Hattie’s Intervention List,” circle the items your district has spent time on over the past few years. • Put an asterisk by those where significant training or implementation time was spent.
Setting the Stage • Effect sizes allow an appropriate scale to be developed that show many outcomes obtained from thousands of studies that are converted to a single scale (seen below). -1.0 1.0 Decrease Zero Enhance • An effect size allows the reader to see the “magnitude of study outcomes for many types of outcome variables, such as school achievement” (p.7)
Visible Learning Basics • The average effect size for all interventions attempted in education = 0.4 • Coincidentally looks like the bell shaped curve (half of the things teachers are doing are above .4 and half that are below 0.4) • An effect size of 0.5 = one grade level gain on evaluation • What teachers DO matters
Activity • Draw a line just above the items that have an effect size of 0.40. Assess how much time, energy, and resources have been spent on things above the line versus those below the line. Share you findings.
Activity • Take 10 minutes to discuss what you just watched. • What information confirmed your thoughts? • What do you want to know more about? • What information challenged your existing paradigm for what constitutes effective practice?
Typical average teacher territory and closer to average...onto exciting
Activity • Take 10 minutes to discuss what you just watched and in particular the information about the impact of principals on student outcomes. • What information confirmed your thoughts? • What do you want to know more about? • What information challenged your existing paradigm for what constitutes effective practice?
Activity • Take 10 minutes to discuss what you just watched. • What information confirmed your thoughts? • What do you want to know more about? • What information challenged your existing paradigm for what constitutes effective practice?
Teacher as “activator” vs. teacher as “facilitator” and the power of feedback…
Activity • Take 10 minutes to discuss what you just watched. • What information confirmed your thoughts? • What do you want to know more about? • What information challenged your existing paradigm for what constitutes effective practice?
Thank You! Kim St. Martin kimstmartin@me.com
