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Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri.

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Presentation on theme: "Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri."— Presentation transcript:

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2 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Preparation

3 Professional Development to Practice Resources  Chappuis, J. & Stiggens, R. (2011) Classroom Assessment for Student Learning: Doing It Right - Using It Well (2nd Edition)  Hattie, J. (2008) Visible Learning A Synthesis of Over 800 Meta-Analyses Relating to Achievement, Routledge  Hattie, J. (2012) Visible Learning for Teachers, Routledge  Hattie, J. & Yates, G. (2014) Visible Learning and the Science of How We Learn, Routledge

4 Professional Development to Practice Pre-Reading  Teachers Make a Difference (pp. 1-3)  Source: Professional Learning and Leadership Development, New South Wales Department of Education and Communities [Hattie, J.A.C. (2003, October)]  Retrieved from: ages/new%20page/plc/teachers_make_a_differ ence.pdf ages/new%20page/plc/teachers_make_a_differ ence.pdf

5 Professional Development to Practice Time in Minute s Concept or Topic Addressed PPT Slide Numbers ActivitiesHandouts or Materials Needed Welcome, Introductions and Overview  Mindset Activity  Norms/Working Agreements  Learning Objectives  Session at a Glance  Connection to Teacher Standards  Interdependent System (optional) 6-17 “Walk About –Talk About” Activity to establish mindset and focus for the rest of the presentation – impact, teacher and student responsibility, etc “Walk and Talk” Activity Directions Hattie quote strips Missouri Teacher Standards Document Interdependent System Poster & Power Point (optional) Section 1: Key Concepts and Principles  Visible Learning Defined  John Hattie  Meta-analysis and Effect Size  Eight Mindframes Jigsaw & Reflection 18-26Video Clip Mindframes: Jigsaw Activity Mindframes reflection Video Clip: What Great Schools Do Video Transcript Article: Know Thy Impact: Teaching, Learning and Leading - An interview with John Hattie Jigsaw Worksheet Mindframes reflection sheet Outline of Visible Learning Introduction Training (continued on next slide)

6 Professional Development to Practice Time in Minute s Concept or Topic Addressed PPT Slide Numbers ActivitiesHandouts or Materials Needed Section 2: Maximizing Impact  Effect Size – The Research Ruler  The Barometer of Influence  Make an Educated Guess – a “Pop” Quiz  Major Messages for Teachers Effective Practices Pop Quiz Fist-to-five Prediction activity Effective Practices Pop Quiz Sheet Section 3: Implementation Observable evidence of visible learning 43-47View video Table-group discussion One of 3 videos (presenter choice): Slide 44 – Precision teaching: Word Sort (Elementary ELA) Slide 45 – Precision Teaching: Inference Game (Elementary ELA) Slide 46 – Clarity of Learning Targets; Samples of Work: Feedback (8 th Grade Math) 20Section 4: Closure  Practice Profile  Fidelity Checklist – Self Assessment  Final Reflection  Goal Setting and Action Planning 48-51Self-Assessment Exercise with Fidelity Checklist Goal-setting & Action Step Activity Practice Profile Implementation Fidelity Checklist Fidelity Checklist Self- Assessment Sheet Outline of Visible Learning Introduction Training (continued)

7 Professional Development to Practice Materials Included in the Packet  Outline of Visible Learning Overview Training (1 page power point slide #3)  PowerPoint Presentation  Handout Packet (Contains all of the handouts referenced.)  Practice Profile  Fidelity Implementation Checklist  “Hattie’s 8 Mindframes” video clip  “What Great Schools Do” John Hattie Video Clip

8 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Visible Learning High IMPACT practices for Effective Teaching and Learning

9 Professional Development to Practice Welcome and Introductions

10 Professional Development to Practice Walk About / Talk About  Silently read your quote and formulate your thoughts around the following prompts: Do you agree or disagree with the quote? On a scale of 1-4, how would you rate your feelings regarding the quote: 1 = Strongly Disagree, 2 = Disagree, 3 = Agree, 4 = Strongly Agree Choose 1-2 key words or concepts contained in the quote with regard to student learning.  Follow the directions and cues from the presenter and engage in 2 rounds of walking and talking.

11 Professional Development to Practice Today’s Norms/Working Agreements Be Present and Professionally Courteous Limited side conversations, please Technology is in manners mode Be Open Minded Be Willing to Engage in Conversation, Share Ideas, and Ask Questions Look through the Lens of “How Might I Transfer…”

12 Professional Development to Practice Today’s Learning Objectives Introduce and review John Hattie’s research around influences related to student achievement Gain an awareness of those habits of mind and beliefs (mind frames) that contribute to positive impact on student learning Explore the effect size of various influences on student learning. Understand instructional behaviors and practices that have significant impact student achievement. Explore the effect size of various influences on student learning.

13 Professional Development to Practice Essential Questions How can instructional impact on student learning be measured? Why is it important to track and monitor instructional impact on student learning? What instructional practices and behaviors have significant positive impact on student learning?

14 Professional Development to Practice Framing the Learning Session at A Glance Setting the stage: – Welcome &Introductions – Mindset Activity – “Walk About, Talk About” – Norms/Objectives/Framing the Learning/Connections Visible Learning :Key Concepts and Principles – What is Visible Learning/John Hattie/Meta-Analysis/Effect Size – Eight Mindframes /Jigsaw Activity

15 Professional Development to Practice Framing the Learning Session at A Glance Maximizing Impact – Effect Size Activity – Make an Educated Guess – Three major messages for teachers Visible Learning: Implementation

16 Professional Development to Practice A Direct Link Missouri Teacher Standards Standard #2 Student Learning, Growth and Development – The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students.

17 Professional Development to Practice A Direct Link Missouri Teacher Standards Standard #5 Positive Classroom Environment – The teacher uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation.

18 Professional Development to Practice A Direct Link Missouri Teacher Standards Standard #7 Student Assessment and Data Analysis – The teacher understands and uses formative and summative assessment strategies to assess the learner’s progress and uses both classroom and standardized assessment data to plan ongoing instruction. The teacher monitors the performance of each student, and devises instruction to enable students to grow and develop, making adequate academic progress

19 Professional Development to Practice A Direct Link Missouri Teacher Standards Standard #8 Professionalism – The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students.

20 Professional Development to Practice Interdependent System

21 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Visible Learning: Key Concepts and Principles

22 Professional Development to Practice “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.”

23 Professional Development to Practice Professor John Hattie  Currently the Director of Melbourne Education Research Institute at the University of Melbourne.  Honorary Professor of Education at the University of Auckland  Has been both Professor and Chair of Educational Research Methodology at the University of North Carolina.  Regularly advises governments in New Zealand, Australia and the United States.  Has authored or co-authored 17 books and more than 500 papers.

24 Professional Development to Practice Meta-analysis & Effect Size  The vast majority of innovations or educational strategies can be said to “work” because they can be shown to have a positive effect.  But a student left to work on his own, with the laziest teacher, would be likely to show improvement over a year.  In 1976 Gene Glass introduced the notion of meta-analysis – whereby the effects of each study are converted to a common measure or effect size.

25 Professional Development to Practice So what is the typical “effect” across: 800+ meta-analysis 50,000 studies, and 200+ million students? The Typical Influence on Achievement

26 Professional Development to Practice Categorically Speaking Influence Category Effect Size Teacher.50 Curricula.45 Teaching.43 Student.39 Home.35 School.23 Average.40

27 Professional Development to Practice Listen closely for what John Hattie says specifically regarding teacher impact.

28 Professional Development to Practice  Participants Count off in groups of 4 This group –made up of a 1,2,3,&4 will be the HOME group  On cue, participant move to “same number” groups. These groups will read and become experts on their assigned mindframes using the Jigsaw Activity Worksheet to record their thoughts. (8-10 minutes) 1’s Mindframe 1 pp ’s Mindframes 2,3,&4 pp 6-9 3’s Mindframes 5 & 6 pp ’s Mindframes 7 & 8 pp  (Lastly, all read last section, So how do we get there from where we are now? Mindframe Jigsaw (Part 1)

29 Professional Development to Practice  Participants Return to their HOME groups and share assigned mindframe information with the rest of the group. (10-20 minutes) Each report session should be no longer that 3-5 minutes (including questions)  After all of the information has been shared, discussed and clarifying questions asked and answered, participants work independently on the Mindframes Reflection Worksheet. (5-10 minutes)  Whole group share (5-10 minutes) Mindframe Jigsaw (Part 2)

30 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Maximizing Impact

31 Professional Development to Practice Maximizing Impact “The biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers.” John Hattie

32 Professional Development to Practice 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. Effect Size – The Research Ruler

33 Professional Development to Practice Standard Deviation MEAN Students do better than 84% of students not in that initiative Typically represent 2 years growth in one year

34 Professional Development to Practice Negative © John Hattie Visible Learning 0.15 Low 0.4 Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects Desired Effects Hattie’s “Barometer of Influence” Hinge Point hp= 0.40

35 Professional Development to Practice Make an Educated Guess Work alone, with a partner, or as a small group to determine the “Barometer” placement – high, medium, or low - of the practices listed on the activity sheet.

36 Professional Development to Practice Make an Educated Guess HIGH 0.60 or higher MEDIUM LOW 0.39 or lower

37 Professional Development to Practice Fist to Five Prediction I have no idea what I’m doing, but odds are I will get a few correct! 50-64% Correct (16-20/32) 65-75% Correct (21-24/32) 76-89% Correct (25-28/32) % Correct (29-32/32) Make a prediction of how successful you think you will be on this exercise.

38 Professional Development to Practice Make an Educated Guess

39 Professional Development to Practice Influence Rank (x/150) Effect Size High-Medium- Low Ability Grouping/Tracking/Streaming Low Acceleration High Comprehension Programs High Concept Mapping High Cooperative vs. Individualistic learning Medium Direct Instruction Medium Feedback High Gender (male vs. female achievement) Low ? ? ? ? ?? ? ?? ? ? ? ? ?? ? ?? ? ?? ???

40 Professional Development to Practice Influence Rank (x/150) Effect Size High-Medium- Low Home Environment Medium Individualizing Instruction Low Influence of Peers Medium Matching Teaching with Student Learning Styles Low Metacognitive Strategy Programs High Phonics Instruction Medium Professional Development on Student Achievement Medium Providing Formative Evaluation for Teachers High ? ? ? ? ?? ? ?? ? ? ? ? ?? ? ?? ? ?? ???

41 Professional Development to Practice Influence Rank (x/150) Effect Size High-Medium- Low Providing Worked Examples Medium Reciprocal Teaching High Reducing Class Size Low Retention (Holding back a year) Low Student Control Over Learning Low Self-Reported Grades/Student Expectations High Teacher Credibility in the Eyes of Students High Teacher Expectations Medium ? ? ? ? ?? ? ?? ? ? ? ? ?? ? ?? ? ?? ???

42 Professional Development to Practice Influence Rank (x/150) Effect Size High-Medium- Low Teacher Subject Matter Knowledge Low Student-Teacher Relationships High Using Simulations and Gaming Low Vocabulary Programs High Whole Language Programs Low Within-Class Groupings Low Response to Intervention High Family Structure Low ? ? ? ? ?? ? ?? ? ? ? ? ?? ? ?? ? ?? ???

43 Professional Development to Practice Fist to Five Revisited I have no idea what I’m doing, but odds are I will get a few correct! 50-64% Correct (16-20/32) 65-75% Correct (21-24/32) 76-89% Correct (25-28/32) % Correct (29-32/32) How did your actual performance compare with you prediction?

44 Professional Development to Practice  What does this research mean for students and teachers in your - District? Building?  What surprised you?  What do you have questions about?  What does this research mean for your classroom?

45 Professional Development to Practice Three Major Messages for Teachers the more transparent the teacher makes the learning goals, then the more likely the student is to engage in the work needed to meet the goal. Transparent goals the more the student is aware of the criteria of success, then the more the student can see the specific actions that are needed to attain these criteria Success criteria the more there is feedback about progress from prior to desired outcomes the more positive attributes to learning are developed Rapid formative feedback

46 Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Visible Learning Implementation

47 Professional Development to Practice Precision Teaching: Word Sort: Making The Learning Visible  Presenter should choose from one of the following video slides to use depending on the group. Slide 44 – Precision teaching: Word Sort (Elementary ELA) Slide 45 – Precision Teaching: Inference Game (Elementary ELA) Slide 46 – Clarity of Learning Targets; Samples of Work: Feedback (8 th Grade Math)

48 Professional Development to Practice Precision Teaching: Word Sort: Making The Learning Visible https://www.youtube.com/watch?v=tSoo0K5eMmI What behaviors and practices (both teacher and student) do you notice that provide evidence of “visible learning”?

49 Professional Development to Practice Precision Teaching: Inference Game https://www.youtube.com/watch?v=z-Vu_CqyEpo What behaviors and practices (both teacher and student) do you notice that provide evidence of “visible learning”?

50 Professional Development to Practice Visible Learning: Effective Feedback https://www.youtube.com/watch?v=PpKajKMuABs What behaviors and practices (both teacher and student) do you notice that provide evidence of “visible learning”?

51 Professional Development to Practice https://www.youtube.com/watch?v=RX5iwws52AI&index=22&list=PLY8 NQxM1fI0-_GdSYdFp1oeDIP-LPkKjo What behaviors and practices (both teacher and student) do you notice that provide evidence of “visible learning”? Clarity of Learning Targets: Samples of Work: Feedback

52 Professional Development to Practice Practice Profile

53 Professional Development to Practice Fidelity Checklist – Assess and Share YES PARTIALLY NO I ensure that my instructional practices and learning behaviors are consistent with mindframes that contribute to positive levels impact on student learning. I implement instructional practices and strategies determined to have “hinge points” of 0.40 or greater, with fidelity, consistency, frequency, and based on causal data. I ensure all instructional practices and strategies are implemented with fidelity, consistency, frequency and actionable feedback. I have established a classroom learning environment based on effective, interactive student/teacher relationships. I implement instructional practices and behaviors that positively impacts learning for every student. Can provide defensible evidence of positive impacts of the teaching on student learning.

54 Professional Development to Practice Final Reflection  Most important thing you learned and why?  One thing you learned that surprised you and why?  One thing you learned that you want to know more about?

55 Professional Development to Practice What is Your Plan? What are Your Goals?


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