Woodlands PS

1. Woodlands PS How to use an Instructional Intelligence Framework to develop continuity and consistency across all year levels.

2. Opening Thoughts “The chains of habit are too weak to be felt until they are too strong to be broken.” Dr Samuel Johnson Much of what we do in education is the result of taken-for-granted routines, habits, mind-sets, ideologies, superstitions and untested assumptions and beliefs. However, we are now in the age of evidence and we need to ask some hard questions (what?, why?, how?, effects?). Is your school in a groove or a rut? S. Dinham 2

3. Key Findings from Research • The most important factor affecting student learning is the teacher. ... The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor’. • Wright, S.; Horn, S. & Sanders, W. (1997). 'Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation', Journal of Personnel Evaluation in Education, 11, pp. 57-67.

4. (SEEING LEARNING THROUGH EYES OF STUDENTS) Students see themselves as teachers 4

5. Teachers Clear learning intentions Challenging success criteria Range of learning strategies Know when students are not progressing Providing & giving feedback Visibly learns themselves Create an atmosphere of active participation

6. In summary….EFFECTIVE TEACHERS SEE THEMSELVES AS • Having certain mind frames (e.g. change agent) • A cooperative & critical planner means… • An adaptive learning expert (e.g. multiple strategies) • A receiver & giver of feedback 6

7. Students … Understand learning intentions Are challenged by success criteria Develop a range of learning strategies Know when they are not progressing Seek & give feedback Visibly teach themselves & others

8. Message for Learning • Balance of surface, deep, & constructed knowing • Teachers preach deep, students see surface! • Learning strategies • To reduce cognitive load • To use when stuck (welcome error!) • Requires deliberative practice • Builds expectations of “can do” • Thrives on challenge • Requires feedback

9. Self Regulation Need surface and deep to maximize meta-cognition Involves questioning our constructions of knowledge & knowing Requires highly structured or direct teaching Is the heart of Visible learning and Visible teaching

10. Assessment…

11. ‘The most powerful single influence enhancing achievement is feedback.’ Quality feedback is needed, not more feedback Much of the feedback provided by the teacher to the student is not valued and not acted on Students with a growth mindset welcome feedback and are more likely to use it to improve their performance Oral feedback is much more effective than written The most powerful feedback is provided from the student to the teacher

12. Key messages on feedback Effective feedback has the potential for profound effect on student achievement – it doubles the speed of learning Feedback is just in time, just for me information delivered when and where it can have the most effect In order to build a feedback culture in your school there needs to be a high degree of relational trust Feedback should give students information about Where am I going? How am I going? Where to next? There are 4 levels of feedback – task, process, self regulation and self When students are learning something new they need a lot of task feedback, as the become more proficient, process feedback and when they have a high degree of proficiency, more self regulation feedback Praise should not be confused with effective instructional feedback 80% of feedback that a student learns in a day is from other students, and 80% of it is wrong. We need to find ways to improve the accuracy of peer feedback.

13. HOW could we obtain more feedback from our students? HOW can we ensure that we ACT on this feedback to raise achievement?

14. Teaching/Teachers needs to be evidence based Whenever we test in classes it is primarily to help teachers know: Whether their teaching methods have been successful or not Whether their learning intentions are worthwhile & challenging Whether students are attaining their desired success criteria Which students have learnt or not learnt Where teachers can capitalize on student strengths & minimize gaps Where students are on the learning ladder Whether they have a shared conception of progress What is optimal to teach next

15. Priority to maximize FEEDBACK to THE TEACHER Feedback is information provided by an agent (e.g., teacher, peer, book, parent, self/experience) regarding aspects of one’s performance or understanding. Observation/coaching/planning process [Joyce & Showers]

16. Purpose of feedback provide alternative strategies to understand material increase effort, motivation or engagement confirm that the responses are correct or incorrect indicate that more information is available or needed point to directions that could be pursued to restructure understandings Build a skill set to support continuity and consistency.

17. Instructional Intelligence Framework Content Knowledge Organisers Eg: multiple intelligence culture SAER Divides into 5 Areas Divides into 3 Areas Eg: concept maps Johnson & Johnson elements concept attainment Types of Thinking Strategies Eg: inductive deductive predicting Eg: think pair share, Venn diagrams Tactics Levels of Thinking Curriculum Wisdom Eg: framing questions wait time Skills Bloom’s Taxonomy Eg: safety humour enthusiasm Concepts Formative For the learning Eg: framing questions, rubrics, journals, checking for understanding Responding Eg: bumps, proximity, the look, gesture Divides into 2 Areas Divides into 2 Areas Prevention Summative Technical Skills Personal Skills Eg: knowledge of curriculum instructional repertoire understanding how students learn Of the learning Eg: exams essays concept maps Eg: humour, enthusiasm, caring, politeness

18. Instructional Intelligence Framework Content Knowledge Organisers Divides into 5 Areas Divides into 3 Areas Types of Thinking Strategies Tactics Levels of Thinking Curriculum Wisdom Skills Concepts Formative Responding Divides into 2 Areas Divides into 2 Areas Prevention Summative Technical Skills Personal Skills

19. WHAT DRIVES THIS FRAMEWORK? BELIEFS ABOUT STUDENT LEARNING! WHAT ARE YOURS? WHAT ARE YOUR STAFFS’? WHAT ARE YOUR COMMUNITIES? YOUR CHANGE PARADIGM! WHAT IS YOURS? WHAT’S WORKED PREVIOUSLY? WHAT HASN’T?

20. Consciously Competent Coaching/Conferencing model Unconsciously Skilled Practise Practice Teacher’s College Experience & Trial & Error Consciously Skilled Professional Learning < 10% transfer from PL Consciously Unskilled PerformanceManagement Help Leave Conversations Continue Poor Performance Unconsciously Unskilled Don’t know what we don’t know Gordon’s Skill Acquisition Model

22. Great Schools Create a climate that all are responsible for the progress of the students Use information openly and intelligently Use research-based evidence Collaborate to improve learning Develop expert teachers (Building Teacher Quality – Hattie 2003) 22

23. What’s in my head! • What I’d like to do. Why. • What I will do. Why. • What this will mean for you: now: volunteers. next year: more volunteers the year after: everyone – whole school approach.