1. Making Special Education Special: A Review of Highly Effective Educational Practices

2. Agenda Building our PLC community Short review of PLC
Overview of Visible Learning
Implications for your work
Break and break out
Hattie for “at risk” learners
Hot topics
Power of words!

3. Judicious Review…Becoming a PLC
Review from last week ….video
Review of PLC
Meeting Norms
Divide the meeting participants into groups of four or five people by having them number off.
Meeting Norms:
1.) Start/End on Time
2.) Student/student learning centered issues
3.) Listening and Learning from each other
4.) Safe place to question and learn

4. Getting to know you and our topic!
Think for a minute about effective teaching then jot down one sentence that describes effective teaching (Quick thinking)
Divide into groups of three or four by numbering off
Introduce yourself and what your teach
Share with your group the one sentence that describes effective teaching
With your group come up with one sentence from your group with all the best ideas to share with the larger group (8 minutes).
Divide the meeting participants into groups of four or five people by having them number off.
Tell the newly formed groups that their assignment is to think for a minute and then to share with their group the one word that describes X.
Upon completion of the initial spontaneous discussion, ask the participants to share their one word with the larger group.

5. Learning Intentions
Explore the important new work of John Hattie (overview)
Examine key research and find significant practical implication for teachers of “at risk” students
Look over the resources provided to increase your access to this up to date information

6. So much to do….

7. What Works in Education?
If I need to find a phone number, a phone book will work. However, there might be a more efficient, effective way to find what I’m looking for. In education, there are a lot of things that will work. However, with increasing rigor and content knowledge that we need to teach, knowing the most efficient, effective ways to teach all students can help all teachers accelerate learning.

8. Michael Fullan says...
One of the most critical problems faced by schools is “not resistance to innovation, but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations.”
Challenge for schools is to identify what is the thing that is going to work best for them.

9. What’s New…Important

10. What is Visible Learning?
Visible Learning is the result of 15 years’ research and synthesises over 800 meta-analyses (over 50,000 studies) relating to the influences on achievement in school-aged students. It presents the largest ever collection of evidence-based research into what actually works in schools to improve learning (and what doesn‘t).

11. Special Education in an MTSS Framework
Comprehensive Interventions for LD Students (.77)

12. Overview of Hattie

13. Visible Teaching – Visible Learning meet John Hattie
When students SEE themselves as their own teachers
When teachers SEE learning through the eyes of the student
and
STOP at 2:53

14. A little background information…
Meta-Analysis: Compares results of many different research studies and outcomes
Effect sizes: Converts outcomes of studies to a single scale we can compare outcomes across studies.
The vast majority of innovations or educational strategies WORK…have a positive effect. A student left to work on his own would be likely to show improvement over a year.
Notions of meta-analysis – whereby the effects of each study are converted to a common measure or effect size.
An effect size of 1.0 would improve the rate of learning and mean that on average, students receiving that treatment would exceed 84% of students not receiving that treatment.

15. 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 supply 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.
An effect size of 1.0 would improve the rate of learning by 50% and would mean that, on average, students receiving that treatment would exceed 84% of students not receiving that treatment.
At least half of all students can and do achieve an effect size of 0.4 in a year (the hinge point), so anything with an effect size of over 0.4 is likely to be having a visible effect.

16. Variables Impacting Achievement
Please complete the variables impacting student achievement handout.
Work with a partner to rank order the influence each variable has on achievement (7 minutes).

17. Rank these 14 effects Acceleration RTI Formative Assessment Feedback
Student-teacher relationships
Teaching study skills
Reading Recovery
Cooperative learning
Homework
Individualized instruction
Ability grouping
Open vs. traditional classes
Retention (hold back a year)
Shifting schools

18. Rank these 14 effects: Answers
RTI
Formative Assessment
Acceleration
Feedback
Student-teacher relationships
Teaching study skills
Reading Recovery
Cooperative learning
Homework
Individualized instruction
Ability grouping
Open vs. traditional classes
Retention (hold back a year)
Shifting schools

19. Keeping you up to date-Take a look at your handouts
The Main Idea (Summary of book)
John Hattie Research explanations
Have we “Hattie” enough debate
Take 3 minutes to review these handouts
Talk with a partner about what surprises you!

20. It’s about the teacher’s mindset, not the kids!
Big Idea: Mindsets
It’s about the teacher’s mindset, not the kids!
Don’t blame the kids
Social class/ prior achievement is surmountable
All students can be challenged
Strategies not styles
Develop high student expectations
Enhance help seeking
Develop assessment capable students
The power of developing peer interactions
The power of critique/error/feedback
Self-regulations and seeing students as teachers

21. Teachers as change agents
Achievement is changeable and enhanceable vs. immutable and fixed
Teaching as an enabler not a barrier
Engage in the total learning and
not break into steps and chunks
The Power of learning intentions
The Power of success criteria

22. Activator or Facilitator ?
An active teacher, passionate for their subject and for learning, a change agent OR
A facilitative, inquiry or discovery based provider of engaging activities

23. Activator or Facilitator ?23

24. Summing Up Good Instruction
Hattie on good instruction
STOP at 1:55 minutes

25. Break…and Break Out with Job Alike Folks!
Find other
Elementary
Secondary
Basic
Discuss and write down the three most important points for you in this Hattie research.
What is one thing you will take back to your classroom?

26. Strategies for Special Education
First off RTI is powerful….Effect Size 1.07
Teaching Strategies
Formative Evaluation
Direct Instruction
Comprehensive Interventions for Learning Disabled Students
Feedback
Spaced vs. Mass Practice
Meta-Cognitive Strategies
Self-Verbalization/Self-Questioning
Teacher Strategies
Teacher Clarity
Teacher-Student Relationships
Curricula
Vocabulary Programs

27. Teaching

28. Formative Evaluation (.90)
Based on 30 studies
This is why we recommend PM and why it’s in IDEA.
Effect sizes were higher when data were graphed (visually displayed).
Effect sizes were higher when teachers were required to use the data.
BEFORE – Socrative – T/F – Teachers consisntelty graph data on a regular basis in my school.

29. Review of Formative Assessment
Dylan Williams assessment review
Dr. Dyaln Williams

30. Definitions
Assessment refers to all those activities that provide information to be used as feedback to modify teaching and learning activities.
Such assessment becomes formative assessment when the evidence is actually used to adapt the teaching to meet student needs.
These notes are for 3 hour. . For short version we whip through these slides saying we don’t want to get bogged down by education jargon arguments about what is and what is not formative assessment.
Slides are all part of the next 8/2 activity. We’re going to do a mini-lecture for ten minutes. Then small groups will discuss the most important idea they took away from viewing the slides. These slides contain the summary of key information contained in “Inside the Black Box: Raising Standards Through Classroom Assessment” by Paul Black and and Dylan Wiliam and Black, Paul. Et Al. “Working Inside the Black Box: Assessment for Learning in the Classroom.” found in the
Teacher Resources file.
Black and Wiliam 30

31. Unpacking formative assessment
Where the learner is going
Where the learner is
How to get there
Engineering effective discussions, tasks, and activities that elicit evidence of learning
Providing feedback that moves learners forward
Teacher
Clarifying, sharing and understanding learning intentions
Peer
This came from Dylan Wiliam.
Heard him speak this summer at SAI.
Activating students as learning
resources for one another
Activating students as owners of their own learning
Learner

32. Think-Pair-Share Individually, THINK about the following
What are two ways are teachers currently using formative assessments?
What one strength can you build upon for the increased use of formative assessments in your classroom?
then PAIR with a colleague and SHARE.
Distributive Partner Add the three two one think pair share slide
Save the sticky notes to help guide their thinking later in the day.

33. Comprehensive Interventions for LD Students (.77)
Direct Instruction
Teaching Strategies
7 steps
Learning intentions
Success criteria
Build engagement
How to present the lesson
Guided practice
Closure
Independent practice
Scaffolding
Directed response and questioning
Sequencing
Drill-repetition-practice-review
Segmentation
Strategy cueing
343 studies
These two approaches are somewhat independent which is why it’s important that we use both to maximize effects on learning.
Students with ld and those with mild intellectual disabilities benefited.

34. Comprehensive Interventions for LD Students (.77)
Based on research, combined direct instruction and strategy instruction model is an effective procedure for remediating learning disabilities.
These two approaches are somewhat independent, hence the importance of using both to maximize the effect on achievement.
The important instructional components include attention to sequencing, drill-repetition-practice, segmenting information into parts or units for later synthesis, controlling task difficulty through prompts and cues, making use of technology, systematically modeling problem solving steps, and making use of small interactive groups.

35. Feedback (.73)
Feedback is most powerful when it is from student to teacher!
Teachers need to seek and be open to feedback about:
What students know
What they understand
Where they make errors
When they have misconceptions
When they are not engaged
1287 studies!
Define feedback as information provided by an agent about aspects of one’s performance or understanding.
Continuum of instruction to feedback.
Feedback is about providing information about the task
Levels of Feedback
Task level
Process level
Self-regulation level
Self level (rarely effective)
Feedback is the breakfast of champions!
- Ken Blanchard

37. “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

38. Looking at Feedback Read handout about feedback
Dylan Williams Feedback

39. Challenge or “Do your best”
Maintain the challenge not break it down
Power of learning intentions
Power of success criteria

40. Discuss in pairs for 2 minutes
If feedback is so important, what kind of feedback should be taking place in our classrooms?
Discuss in pairs for 2 minutes

41. Spaced vs. Mass Practice (.71)
Frequency of opportunities to respond is critical versus spending more time on a task in one sitting
Students need deliberate practice in order to become fluent
Students often need exposure to learning over several days before they will learn new content
Both acquisition and retention are improved when practice is spaced
Intensifying programs – rather than throwing out materials, figure out how to add distributed practice
Its in your curricular materials

42. Metacognitive Strategies
Applying a strategy to solve a problem and selecting and monitoring the strategy.
Thinking about thinking.
Activities can include planning how to approach a given learning task, evaluating progress, and monitoring comprehension.
The more varied the strategies used throughout a lesson, the more students are influenced!
63 studies

43. Examples of Metacognitive Strategies
Making an outline before writing a paper
Delaying fun things until work is completed
Verbalizing steps to solve problems
Checking work before handing into teacher
Using a study partner
Taking class notes
Rehearsing and memorizing
Making lists to accomplish during studying
Keeping records of study output
Creating mnemonics to remember facts
Scheduling daily study and homework time
Studying in a secluded spot.

44. Self-Verbalization/Self-Questioning
Likely more useful for those students with lower to middle ability
Provides assistance in searching for information, resulting in increased comprehension
Effects highest for pre-lesson questioning and post-lesson questioning
113 studies
Self-verbalization and questioning is an effective way to help students get through task oriented skills such as writing or math.
Likely works better for lower ability students because higher ability students are likely already doing this.
Also helps when we have teacher modeling of this.

45. Teacher
Contributions of teacher education programs, professional learning, teacher expectations, teacher knowledge

46. Your Turn: Favorite Teacher
Think of your favorite teacher.
Make a list of the top three things you liked about them.
How much did you learn in these classes?
Now, think about a teacher you liked the least.
Why didn’t you like this teacher?
How much did you learn?
Socrative
- List of why you liked them

47. Teacher factors
“The impact of decisions made by individual teachers is far greater than the impact of decisions made at the school level.”
“More can be done to improve education by improving the effectiveness of teachers than by any other single factor.”
~Robert Marzano

48. Teacher Clarity (.75) Setting Clear Learning Targets Organization
Explanations
Examples and non-examples
Guided Practice
Assessment of Student Learning
How do you communicate the intention of each lesson? How do you know when students are successful?
Effects were largest when students, rather than observers rated teacher clarity. Class size an subject taught made no difference.

49. Teacher Student Relationships (.72)
Factors that are important:
Demonstrate that you care for the learning of each student as a person
High levels of empathy (see their perspective and communicate back)
Warmth
Encouragement of higher-order thinking
Adapting to differences
Genuineness
Respect of self and others
229 studies

50. Materials used to teach.
Curricula

51. Vocabulary Programs
Students who experience vocabulary instruction have improvements in reading comprehension
Most effective vocabulary teaching methods included:
Providing both definitional and contextual information
Involved students in deeper processing
Gave students more than one or two exposures
Anita Archer
Socrative – T/F – have a vocabulary program in place

52. Repeated Reading Programs
Re-reading a short and meaningful passage until a satisfactory level of fluency is reached
Timed tests had larger effects than untimed tests
Effects found on both reading comprehension as well as reading fluency, although comprehension effects didn’t transfer to new passages
What repeated reading programs do you use?

53. What do you see? The Power of Words
“The Power of Words … Change your words, Change your world”
JMC – B 8/2014©

54. 3-2-1 Activity

55. December 15th PLC