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VLStudent Slide Deck
- 1. Developing a System-wideApproach to Support Students in Seeing Themselves As Their Own Teachers Michael McDowell, Ed.D. #vlconf2014
- 2. How do wedevelop an educational system that supports all students in seeing themselves as their own teachers? #vlconf2014
- 4. First Theory ofaction – If all students have clarity regarding outcomes, success criteria, knowledge of current performance, and voice and choice in the learning process, then students will substantially improve in their learning and take greater responsibility over their learning.
- 5. Second Theory ofaction • If teachers provide clarity of learning outcomes, success criteria, knowledge of current performance, and voice and choice in the learning process, then students will substantially improve in their learning and take greater responsibility over their learning.
- 6.
- 7.
- 8. #vlconf2014 Outcomes • To understanda system-wide approach for enabling students to have: • Access to core learning outcomes, • Clarity of expectations, • Knowledge of performance levels, and • The opportunity to make decisions in the learning process
- 9. #vlconf2014 Outcomes Understand the actionsstudents have taken to see themselves as their own teachers in the classrooms. Understand the actions teachers have taken to see learning through the eyes of students
- 10. PART I Creating aLearning System Infrastructure
- 11. #vlconf2014 • Developing abackbone • Embracing Customization • Developing a support system
- 12. Research Guidance Strategy Effect Teachersworking together to evaluate their impact and responding to that impact 0.93 Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we going?, where are we now?, and what’s next? 0.77 Teachers using practices in the classroom that values errors and trust 0.72 Teachers receive feedback on their impact on student learning 0.72 Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71 Providing students with challenge and practice at the right level 0.60
- 13. What’s the story? •Teachers are among the most powerful influences on learning
- 14.
- 15. Teachers need tobe directive, influential, caring, and actively engaged in the passion of teaching and learning
- 16. • Teachers needto be aware of what each and every student is thinking and knowing, to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels
- 17. #vlconf2014 - Where isthe learner going? - Where is the learner now? - What are the learner’s next steps? - In light of the evidence, what approaches appear to efficiently and effectively enhance the learning process?
- 18. • Teachers needto move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical.
- 19. School leaders andteachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding.
- 20. Research Guidance Strategy Effect Teachersworking together to evaluate their impact and responding to that impact 0.93 Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we going?, where are we now?, and what’s next? 0.77 Teachers using practices in the classroom that values errors and trust 0.72 Teachers receive feedback on their impact on student learning 0.72 Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71 Providing students with challenge and practice at the right level 0.60
- 21.
- 22. A culture &climate conducive to improving teaching and learning
- 23. What do wewant all students to know and be able to do? How do we know when students are learning? What do we do based on such results? How do we work together to review and respond to student learning?
- 24. What do wewant all students to know and be able to do? What do we do based on these results? How do we work together to review and respond to student learning? Common Outcomes Common Scales Common Intervention Criteria Common Culture and Work How do we know when students are learning?
- 26. Teaching [and learning]in the dark is a questionable practice” (Taba, 1966)
- 27. #vlconf2014 - Where isthe learner now?
- 29. Score Description 4 Extension ApplyingUnderstanding 3 Relational Making Meaning 2 Single/Multiple Building Knowledge 1 Direct Support Proficiency Not Yet Proficiency
- 30. Score Description 4 Extension ApplyingUnderstanding 3 Relational Making Meaning 2 Single/Multiple Building Knowledge 1 Direct Support DEEP SURFACE
- 32. Connections Limited Growth (0.0- 0.39) ExpectedGrowth (.40 +) Not Yet Proficient (0.0- 2.25) Proficient (2.5-4.0)
- 33. Limited Growth (0.0-0.39)Expected Growth (.40 +) Not Yet Proficient (0.0-2.25) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices
- 34. Limited Growth (0.0-0.39)Expected Growth (.40 +) Not Yet Proficient (0.0-2.5) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices Capture Success/Replicate Change
- 35. What? So What?Now What? Moving from Data Analysis to Response
- 36. Single/Multiple Ideas- Whatinstructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What instructional approaches support students in applying the learning outcomes to other contexts Next Steps- Teachers
- 37. Single/Multiple Ideas- Whatstrategies am I using that will support me in building knowledge and skills (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What approaches appear to be working or I should attempt to connect and contrast ideas? How am I going as related to making generalizations and principles? Extending ideas- What approaches support me in applying the learning outcomes to other contexts? Next Steps- Students
- 38. Math Strategies Below Average •Counting all 22% • Counting on 72% • Known facts 6% • Derived facts/Number Sense 0% Above Average • Counting all 0% • Counting on 9% • Known facts 30% • Derived facts/Number Sense 61%
- 39. Aligning “High ProbabilityStrategies” from the Art and Science of Teaching to Progression Levels. Outcome Questions Activities Applying understanding What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing? Experimental-inquiry tasks Problem-solving tasks Making meaning What do I typically do to organize students and deepen knowledge? Venn diagrams Comparison matrix Building knowledge What do I typically do to identify critical information? Identifying critical input experiences
- 43. Face the BrutalFacts
- 44. • Driver ofcustomization is impact • Impact is identified through progress and proficiency • Impact is discussed by all stakeholders • All stakeholders have degrees of voice and choice in showing, celebrating, and improving upon their impact.
- 45. Common Outcomes Customized Instruction Customized Assessment Customized Collaborative Structures Customized Intervention Common Scales CommonIntervention Criteria Common Culture and Work
- 46. #vlconf2014 Support Systems – GovernancePurpose, Procedures, Agreements – Aligning policy – Allocating resources – Developing a distributed leadership team – Codifying and Focusing Human Capacity Efforts
- 47. Research Guidance Strategy Effect Teachersworking together to evaluate their impact and responding to that impact 0.93 Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we going?, where are we now?, and what’s next? 0.77 Teachers using practices in the classroom that values errors and trust 0.72 Teachers receive feedback on their impact on student learning 0.72 Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71 Providing students with challenge and practice at the right level 0.60
- 48. Part II How dowe operationalize a learning system to substantially impact all learners?
- 49. #vlconf2014 - Where isthe learner going? - Where is the learner now? - What are the learner’s next steps? - In light of the evidence, what approaches appear to efficiently and effectively enhance the learning process?
- 50. Where we aregoing? (Program Goals) Where we are? (Proficiency Scales) Where to next?
- 51.
- 53. Be honest withwhere I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress.
- 54. Be open tostruggling…Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):
- 55. My annotations andthoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.
- 56. #vlconf2014 - What arethe teacher’s next steps? - In light of the evidence, what approaches appear to efficiently and effectively enhance the learning process?
- 57. Learn more aboutVisible Learningplus at www.corwin.com/visiblelearning
Editor's Notes
- #2 Utilize Today’s meet to include your “knows” and your “need to knows”
- #3 Driving Question of the presentation/workshop
- #5 The key words are voice, choice, access, clarity, progress and proficiency
- #15 Kids don’t learn important information that’s right in front of them, unless an adult is actively teaching them. Butler & Markman, 2014 Sponges and Spoodles
- #39 72 children 7+18 Grey and Tall (1994)
- #46 High yield approaches, aligning to LSI features
- #51 Where we are going? Program Goals/Learning Targets, learning intentions, includes success criteria Where we are? The various forms of assessment to identify progress Where to next? Our response to that assessment. Think Gap
- #53 Discuss Grading, CoS,