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High Impact Teaching

High Impact Teaching. Leona Group Retreat Tammy Gee May 29, 2013. Objectives. Understand John Hattie’s guide to educational effect sizes Obtain an overview of what works and what doesn’t in terms of six areas Acquire specific practical high-impact strategies to implement

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High Impact Teaching

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  1. High Impact Teaching Leona Group Retreat Tammy Gee May 29, 2013

  2. Objectives • Understand John Hattie’s guide to educational effect sizes • Obtain an overview of what works and what doesn’t in terms of six areas • Acquire specific practical high-impact strategies to implement • Write a MIH plan for your classroom/school

  3. What are the effects? How do we rank them? • Each group has all of the effects for a particular area (Home, Student, Curricula, etc.) • In your group, sort the list from most effective to least effective • Be prepared to share with everyone

  4. The typical influence on achievement • So what is the typical effect across: • 800+ meta-analysis • 50,000 studies, and • 200+ million students

  5. What exactly is visible learning? • Teaching is visible to student • Learning is visible to teacher • The more the student becomes the teacher and the teacher becomes the learner, the more successful the outcomes • Effective teaching is not drilling and trilling to the less than willing

  6. Providing formative evaluation • Feedback • Metacognitive strategies • Self-verbalization/ self-questioning High Impact Teaching Strategies

  7. Key Questions for Learners (including students AND teachers) • Where am I going? • How am I going? • Where to next?

  8. Learning Targets – Clarity Precedes Competence! Learning Goals/Intentions Success Criteria Learning intentions/learning goals/objectives broken down into steps so students and teachers have common system for monitoring progress I can read and understand Macbethand record my thoughts in my reader’s notebook. I can identify and analyze elements of drama and figurative language. I can apply the writing process to initiate, revise, and publish a literary essay. I can receive and provide meaningful peer feedback. • Learning intentions/ learning goals/objectives stated from student perspective • I can write an essay analyzing literary elements in Macbeth.

  9. Post and use the learning goals and success criteria as a class to self-evaluate and monitor progress. • Focus on evidence of learning and make decisions about what to do next based on that information • Stop focusing on harvesting gradable items and use your time to identify what students know and can do, what supports they need now, and what the next steps are for those who demonstrate mastery and those who struggle • Remember that the top effect in Student Effects is self-reporting grades (1.44!), not teacher-reported grades • Build common formative assessments with colleagues and analyze student responses together Formative Assessment If you wait until the students have left the room to see if they understood the concept, you’ve waited far too long!

  10. Feedback should be specific (think of precise praise from Teach Like a Champion), timely, and aligned to learning goals and success criteria (focused on the task at hand) • “Your solution to this problem is a good start because you followed the first two success criteria and identified and recorded the strategy you chose to solve it and you copied the problem correctly; however, you’re missing something. Do know what it is? Let’s look at the third success criteria together.” • Avoid judgmental feedback • “Good Job!” • “You’re so smart!” Feedback Grades are not effective feedback!

  11. Ask the students to think about their own thinking and learning and model the mental processes for them • What was the most impactful thing you did in setting up your experiment? Why? • What do you wish you had done differently? Why? • Describe your approach in solving this equation. Why did you select this approach? Would you do it the same way again? Why or why not? Metacognitive Strategies

  12. Self verbalization and self questioning can be both cognitive and metacognitive learning strategies • Self strategies are designed to put control into the hands of the learner to develop self regulated learners • The internal dialogue of a learner made verbal • Activating prior knowledge • Identifying purpose for learning • Monitoring own understanding Self-Verbalization/ Self-Questioning

  13. Call to Action What are your next steps? What resources do you think you’ll need? Do you have questions?

  14. Thank You! tammilyngee@gmail.com 602.614.9053

  15. Useful Links http://edtech.uvic.ca/courses/edci335/wiki/visible-learning/instructional-strategy-library/ Visible Learning by John Hattie Visible Learning for Teachers by John Hattie Formative Assessment by Margaret Heritage Total Participation Techniques by Persida & William Himmele Teach Like a Champion Field Guide by Doug Lemov Embedded Formative Assessment by Dylan William Leaders of Learning by Richard DuFour and Robert Marzano

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