Through the Eyes of Your Students

36  Download (0)

Full text



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

Seeing Common Core Implementation

Through the Eyes of Your Students


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



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.


Visible Learning



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


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

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


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


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.”


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?


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

Courtney In the Pit - Great learning happening at Stonefields School Nb6eLbg&feature=iv&annotation_id=annotation_335012 do.pdf?dl=1


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


Visible Learning



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 …


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


How do I know this is working?

What is the magnitude of the effect on student


Reciprocal teaching

Class Size

Metacognitive strategies


Ability Grouping

Providing formative evaluation

Time on Task

Small group learning effect-sizes-learning-achievement/

Look up in index starting on page 374


Visible Learning Effect Size One Years Growth


Calculating Effect Sizes Page 271


What effects might enhance CCSS goals?

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





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


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


Effective Feedback


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.


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:

Where am I going?

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


Know Thy Impact


Visible Learning Effect Size One Years Growth


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



How might we activate students ownership of their own learning?

Personalizing and Tailoring so no one slips through the gap

What visible learning effects are evident?

Where am I going?

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?


How might we activate students

collaboration and ownership of their own learning?

Everyone's a teacher and everyone's a learner here - Stonefields What visible learning effects are evident?

Where am I going?

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?


Analyze Current Practice


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 180/BES-Leadership-Web.pdf


To what extend are we instructional leaders?


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


Expectations Matter for All Learners

Albany Senior High School New Zealand

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.


Designing Your

Learning Walk Tool


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.


What tools might we use to gather data to promote inquiry into the teaching–learning relationship?

What data instrument might we use/design to collect:

Student voice about the

extent to which the students exhibit the characteristics of visible learners

Quantitative and qualitative data

Page 274 Student tool/example


Planning for Site Learning Walks


Conduct your Learning Walk on or before our next session:

January 12, 2015

• 12:00pm to 2:30pm

• Lunch will be served

• We will co-complete matrix and share

learning walk data on January 12

Next Steps




Related subjects :