Through the Eyes of Your Students

(1)

O R A N G E C O U N T Y D E PA R T M E N T O F E D U C AT I O N L A G U N A B E A C H U N I F I E D S C H O O L D I S T R I C T

N OV E M B E R 1 9 , 2 0 1 4

Seeing Common Core Implementation

Through the Eyes of Your Students

(2)

Outcomes & Agenda

 Understand Visible Learning (VL) and how we might apply it to successfully implement common core state standards

 Understand that VL effect sizes are one way to make visible our impact on learners growth and progress

 Determine next steps in using Visible Learning practices to support common core

implementation

(3)

Skills of Collaboration

 I Pause to allow time for thought.

 I Paraphrase to ensure deep listening.

 I Pose questions to reveal and extend thinking.

 I Put ideas on the table and pull them off to facilitate group thinking.

 I Provide data as evidence to structure conversations.

 I Pay attention to self and others to monitor our ways of working collaboratively.

 I Presume positive intentions to support a nonjudgmental atmosphere.

(4)

Visible Learning

Mindframes

(5)

Mindframes: How we think about Learning

 A set of beliefs that underpin our actions and decisions

 In Visible Learning for Teachers (p. 159 ff) John Hattie claims that “the major argument in this book underlying powerful impacts in our schools relates to how we think! It is a set of mind frames that underpin our every action and decision in a school; it is a belief that we are evaluators, change agents, adaptive learning experts, seekers of feedback about our impact, engaged in dialogue and challenge, and developers of trust with all, and that we see opportunity in error, and are keen to spread the message about the power, fun, and impact that we have on learning.”

 John Hattie believes “that teachers and school leaders who develop these ways of thinking are more likely to have major impacts on student learning.”

 Mindframes keep our focus on learning rather than treating effect sizes as a checklist things to do

https://www.youtube.com/watch?v=6xpcXobZF1k

(6)

How might we use Visible Learning not a checklist of skills,

rather as a Mindframe refocus of how we do our work?

(7)

Educators Nine Visible Learning Mindframes

1. I am an evaluator

2. I am a change agent

3. I talk about learning not about teaching

4. I see assessment as feedback to me

5. I engage in dialogue not monologue

6. I enjoy challenge

7. I develop positive relationships

8. I inform all about the language of learning

9. I see learning as hard work

 Which of these Mindframes do I already have? Which do I need to work on?

 Which of these Mindframes are predominate in our

district/at our site? Which need work?

Skim Read and discuss Page 181-188

(8)

Activating Learners Growth Mindset

 Growth: “ I can change my

intelligence and abilities through effort.”

 Self-Efficacy: “ I can succeed.”

 Sense of Belonging: “ I belong in this learning community.”

 Relevance: “This work has value and purpose for me.”

(9)

Activating Learners Growth Mindset

 How is Growth visible?

 How is Self-Efficacy activated?

 How is a sense of Belonging to a learning community evident?

 How is Relevance of learning voiced?

 How might this apply to our work?

Examples:

The Pit as explained at Stonefields School in Auckland, New Zealand

https://www.youtube.com/watch?v=RC1rNb6eLbg

Courtney In the Pit - Great learning happening at Stonefields School

https://www.youtube.com/watch?v=roZVlVDA_FI&src_vid=RC1r Nb6eLbg&feature=iv&annotation_id=annotation_335012

http://www.stonefields.school.nz/site_files/7260/upload_files/Whywedowhatwe do.pdf?dl=1

(10)

How might we use CCSS capacities and practices to activate our learners’ growth mindset?

Literacy Capacities

 Demonstrate independence

 Build strong content knowledge

 Respond to the varying demands of audience, task, purpose, and discipline

 Comprehend as well as critique

 Value evidence

 Use technology and digital media strategically and capably

 Come to understand other perspectives and cultures

Mathematical Practices

 Make sense of problems and persevere in solving them

 Reason abstractly and quantitatively

 Construct viable arguments and critique the reasoning of others

 Model with mathematics

 Use appropriate tools strategically

 Attend to precision

 Look for and make use of structure

 Look for and express regularity in repeated reasoning

(11)

Visible Learning

Research

(12)

What would you guess might contribute to teachers and schools successful?

Visible Learning

When teachers see learning through the eyes of their students and when students see themselves as their own teachers

 Skim Read and Discuss pages 169-181

Then consider On Page 22

 The conclusions in visible learning are …

(13)

Why are so many teachers and schools successful?

Visible Learning

When teachers see learning through the eyes of their students and when students see themselves as their own teachers

https://www.youtube.com/watch?v=rzwJXUieD0U

http://visible-learning.org/

(14)

How do I know this is working?

 What is the magnitude of the effect on student

learning?

 Reciprocal teaching

 Class Size

 Metacognitive strategies

 Finances

 Ability Grouping

 Providing formative evaluation

 Time on Task

 Small group learning

http://visible-learning.org/hattie-ranking-influences- effect-sizes-learning-achievement/

Look up in index starting on page 374

(15)

Visible Learning Effect Size One Years Growth

0.40

Calculating Effect Sizes Page 271

(16)

What effects might enhance CCSS goals?

http://www.smarterbalanced.org/wordpress/wp-

content/uploads/2012/09/Smarter-Balanced-Mathematics-Claims.pdf

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/Smarter- Balanced-ELA-Literacy-Claims.pdf

(17)

Visible

Learners

(18)

Visible Learners

Ensuring all our learners are assessment-capable learners is the most important thing we can do to raise student achievement

 Where am I going?

 How am I doing?

 Where to next?

Page 116

Students have multiple strategies for learning

Page 120

Students are taught how to

practice deliberately and how to concentrate

Page 124

How to see learning through the eyes of the student

Page 128

Rank influences

(19)

How might we co-create with students our Language of Learning?

https://www.youtube.com/watch?v=JIuzYp7duZ4

https://www.youtube.com/watch?v=BLSVALjEqns https://www.youtube.com/watch?v=dTUWn6TsmZ8

(20)

Effective Feedback

(21)

How can teachers learn to give (and receive) feedback in an

appropriate and timely manner? How to best train the teachers?

There are two things I have learnt about feedback that are important – first think of feedback that is received not given. And while teachers see feedback as corrections, criticism, comments, and clarifications, for

students unless it includes “where to next” information they tend to not use it. Students want feedback just for them, just in time, and just helping nudge forward. So worry more about how students are receiving your feedback much more than increasing how much you give. Also, a third major finding is when teachers receive feedback about their impact then the students are the biggest beneficiaries.

Students need feedback. They need direction at the surface and deep level. And learning is hard and needs explicit teaching. Learning requires deliberate practice, concentration, persistence and these are taught skills.

http://visible-learning.org/2013/01/john-hattie-visible-learning-interview/

(22)

The Place for Feedback

Feedback can have a significant impact on student learning, but not all feedback is effective. What feedback is effective?

The three feedback questions:

 How am I doing?

 Where to next?

John Hattie: “Think of feedback that is received not given”

The three feedback questions:

Page 131-132

Teacher provides feedback Page 133-138

Types of feedback Page 139-145

Attributes of students & feedback Page 146-153

(23)

Know Thy Impact

(24)

Visible Learning Effect Size One Years Growth

0.40

Calculating Effect Sizes Page 271

The point is you need you need to know the story behind the effect size numbers.

 What learning effects have been in place between the pre and the post

assessments ?

 Why did.. make…gains?

Note: When measuring effects 12 wks. Between assessments minimum. Pre and Post same

assessment.

(25)

How might we activate students ownership of their own learning?

Personalizing and Tailoring so no one slips through the gap https://www.youtube.com/watch?v=poNwf-YdhEo

What visible learning effects are evident?

 What is my success criteria?

 How am I doing?

 How well have I met the success criteria?

 Where do you want to be?

 Where to next?

(26)

How might we activate students

collaboration and ownership of their own learning?

Everyone's a teacher and everyone's a learner here - Stonefields

https://www.youtube.com/watch?v=4heqj6UaV-s What visible learning effects are evident?

 What is my success criteria?

 How am I doing?

 How well have I met the success criteria?

 Where do you want to be?

 Where to next?

(27)

Analyze Current Practice

(28)

To what extend are we instructional leaders?

 The more leaders focus their relationships, their work, and their learning on the core business of

teaching and learning, the greater the influence on student outcomes. -

Page 174-177

• Establish goals and expectations

• Resourcing strategically

• Planning, coordinating, and

evaluating teaching & curriculum

• Promoting and participating in teacher learning and development

• Ensuring an orderly and supportive environment

• Creating educationally powerful connections

• Engaging in constructive problem talk

• Selecting, developing, and using smarter tools

http://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/60 180/BES-Leadership-Web.pdf

(29)

To what extend are we instructional leaders?

http://www.educationcounts.govt.nz/__data/assets/pdf_file/0015/60180/BES-Leadership-Web.pdf

(30)

Establishing Goals and Expectations 0.42

Effective goal setting requires that leaders:

 establish the importance of the goals

 ensure that the goals are clear

 develop staff commitment to the goals

(31)

Expectations Matter for All Learners

http://vimeo.com/41465488

Albany Senior High School New Zealand

https://www.youtube.com/watch?v=awvwqcM_mbc

Self reported grades 1.44 aka “Student Expectations”

Learners are the most accurate when predicting how they will perform. this strategy involves the teacher finding out what are the student’s expectations and pushing the learner to exceed these expectations. Once a student has

performed at a level that is beyond their own expectations, he or she gains

confidence in his or her learning ability.

(32)

Designing Your

Learning Walk Tool

(33)

A noticeable shift had occurred in the course of the year. The teachers now focused on what they could do to assist struggling students to reach national benchmarks. The use of student data helped promote inquiry into the teaching–learning relationship. The diagram below summarises…the teachers had tested and revised their theories about the usefulness of data—and what they could achieve with their students.

(34)