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Data Teams . Our school district set up data teams with each grade having a team lead. This team lead would attend meetings once a month with the Curriculum Specialist.
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Our school district set up data teams with each grade having a team lead. This team lead would attend meetings once a month with the Curriculum Specialist. The Team Lead for each grade level was then responsible for taking the information back to the team and reporting what was learned.
Last year we were trained on Visible Learning. My job was to facilitate my grade level as we learned, talked and incorporated Visible Learning in our classroom. We did this weekly through a series of lessons (that were already summarized according to the book). There were also activities to complete. We did this during our planning time for a year.
The lessons were broken into topics such as self-assessment, expert teachers, student expectations, assessment capable learners, knowing the learners, learning intentions and success criteria. Then it moved into the lesson plan phase and computing the effect size.
There were 26 lessons for us to cover. We met weekly and discussed our Visible Learning lessons and activities. The goal was to try to get the lessons completed in 1 school year or part of another. I am proud to say, my 2nd grade team, completed all 26 lessons in the school year. The next 2 slides are examples of a lesson and activity we completed.
What is Visible Learning? “Visible” refers to making student learning visible to teachers, ensuring attributes that make a “visible” difference to student learning. The “learning” aspect refers to how we go about knowing and understanding then doing something about student “learning.”
Background of visible learning • John Hattie did a study of more than 800 meta-analyses, 50,000 research articles, 150,00 effect sizes and 240 million students. • What did he find out? • That any intervention can stake a claim in learning. That anything can work if the bar is set at zero. Hattie states “that for an intervention to be considered worthwhile , it needs to show an average gain.”
Effect size • .40 is the magic number. Half of what we do to all students has an effect greater than .4 and about half get less than • .4. • Effect size is a method of comparing results on different measures (standardized tests, teacher tests, student work) over time or between groups that allows multiple comparisons.
Before we look at the effect sizes John Hattie measured, let’s think about all the different ways we have taught or will teach. At your table, create a list of 3-5 different techniques used to teach students. Then look at the Effect size chart and see where each fell: above .40 or below? Were you surprised at any of the findings?
The chart of effect sizes gives a list of the 69 influences that give an effect size of .40 or better. • 95-98% of what teachers do is positive. • Hattie’s work helps us to look at “how positive” so that we can optimize our efforts to enhance student learning and achievement.
VISIBLE LEARNING EFFECT SIZE • If the typical effect size is .40 , then if we don’t get an average of .40, shouldn’t we try to change what we are doing? • The chart of effect sizes gives a list of the 69 influences that give an effect size of • .40 or better.
EFFECT SIZE • You can’t add effect sizes together but you can pair something below .40 with one above .40 to create a more powerful influence. • When my team plans, we look at the list and find the best use of our time and resources according to what we are teaching.
Teachers ARE the major players • Expert teachers identify the most important ways to represent the subject they teach. • Create an optimal classroom climate for learning. • Monitor learning and feedback. • Believe all students can reach the success criteria. • Influence surface and deep student understanding and outcomes.
Preparing the lesson • 5 components of learning intentions and success criteria • Invoke appropriate challenges that engage the students’ commitment to invest in learning; • Capitalize on and build students’ confidence to attain the learning intentions; • Set appropriately high expectations of outcomes for students; • Lead students to set goals and reinvest in their learning; and • Have learning intentions and success criteria that are explicitly known by the student.
Starting the lesson • Climate of the classroom was a critical factor in promoting learning. It includes: • The teacher’s proficiency in reducing disruption to the flow learning and having “with-it-ness”. • Achieving positive classroom control which includes a teacher-student relationship that focuses on needs, care, trust, cooperation, respect and team skills.
VISIBLE LEARNING CLASSROOMS • Checklist for starting the lesson: • The classrooms are dominated more by dialogue that monologue about learning. • Teachers also need to listen more and talk less. • The classrooms are dominated more by student than teacher questions.
There is a balance between teachers talking, listening and doing and a similar balance for students. • Teachers and students use the power of peers to progress the learning. • In each class, labeling is rare. • Teachers have high expectations for all students and are always seeking evidence to check and enhance these expectations. • Students have high expectations relative to their learning.
The Flow of the lesson • Teachers choose the teaching methods as the final step in planning. • Teachers understand how learning is based on students needing multiple learning strategies to achieve surface and deep understanding. • They provide differentiation to ensure learning is meaningful.
FLOW OF THE LESSON • Teachers are adaptive experts who know where students are on a continuum from novice to proficient. • They are able to provide multiple ways of knowing, interacting and opportunities for practice. • Teachers and students have multiple strategies for learning.
Feedback • The purpose of feedback is to close the instructional gap. There are different types of feedback. • Task feedback – how well the task is being performed • Process level feedback – specific to the process • Self regulation – supports students to monitor, direct and regulate actions toward learning goal. • Feedback directed to the self- You’re a great student or well done is commonly thought of as praise.
FEEDBACK • Feedback must give student information to support: • Where are I going? • How am I going there? • How will I know? • What will I do next? • Keep praise and feedback separate.
The end of the lesson • As a team, teachers critique the learning intentions and success criteria and keep evidence that: • * Students could convey the intentions and criteria in a way they understood; • * Attain the success criteria; • * See the success criteria as appropriately challenging.
END OF THE LESSON • Teachers use the information when planning the next lesson. • Teachers share/discuss both summative and formative data.
What does all of this mean to our school, our grade level? • The effect size chart got us all talking. • We were surprised at some things and not so much at others. • For example, my grade level was a little surprised at the homework having a negative affect on student learning.
WHAT DID THIS MEAN FOR US? • So we discussed as a grade level team (in our PLC) that we were still going to do homework but we wouldn’t necessarily spend as much time focusing on it. • Class size (isn’t smaller better?), • ability and with-in class grouping (weren’t we meeting their needs this way?) • decreasing disruptive behavior (how can we do this in different ways?)
We started to focus more on ourselves as the teachers: We took a survey about how we viewed ourselves as teachers (it was in slide 7). Did we need to change in the classroom? • We looked at the 5 characteristics of expert teachers. We asked ourselves “ Do we exhibit those?” Can we exhibit those in the classroom?
Then we would spend time writing our learning intentions just right so the students would know what they were learning and why. We would review these throughout the lesson. • We thought about what our students can do. Were we starting at the right place and getting students to the outcome? We created pre-tests for all of our units to find out what they already knew. We allowed them to talk about what they knew. They enjoyed and it allowed us too hear their thinking.
We would ask the students’ about our teaching? For example, we asked if they received feedback today and was it helpful? Most of you know, kids are honest. So if a student said I didn’t help them that day, I would make sure I did the next time.
IMPACT ON OUR TEACHING • We looked at the top influence, which, with an 1.44 effect size, is • self-reported grades/student expectations. • We focused in on 3 questions to help students with expectations. We reviewed past lesson plans to determine if we were doing these things? • What am I learning? • Why am I learning it? • What did I do when I don’t understand?
IMPACT ON OUR TEACHING • We asked each of the classes these three questions through a survey. • They could tell us what they were learning and why (typical answer: to get to 3rd grade). • When they didn’t understand, they would just raise their hand and tell us. We knew then that we needed to guide them into problem solving on their own.
IMPACT ON OUR TEACHING • In math, we teach multiple strategies to solving problems. • This year we are focusing on reading skills and strategies.
Historically, minority and low achieving students are not as confident in self-reporting grades. They underestimate their achievement and lose their confidence. • This represents a majority of our school. • So we knew we had to have transparent learning intentions that were high but appropriate expectations and provide feedback at appropriate levels.
When planning: • We spend time on the learning intentions and success criteria. • We want students to know what they are learning and why, • PLUS how they are going to get there. • We have our intentions (I can statements) on the board and review them often during the course of the learning.
IMPACT ON OUR TEACHING • We give pre-tests, discuss the data and use the strategies discussed today to help plan every day. We are really seeing this year, in our classes that we need several different strategies. • We meet again and calculate our post assessment to check on how much progress was made. We ask ourselves, do we need to do something different?
For every pre-test, we look at the questions and make sure we have questions that meet our learning intentions. • We re-teach, we allow buffer weeks to go back and re-teach. • We allow our students to move to other classes or grade levels to get the success they need.
The outcome • Implementing everything we have discussed has allowed us to become more thoughtful teachers. We think about learning, we talk about learning, we talk about us! We feel more than anything that it has made us more aware of who we are as teachers.
You can make a significant difference to all students – focus on what you can do!
