Professional Development to Practice Visible Learning High IMPACT

Professional Development to Practice Visible Learning High IMPACT practices for Effective Teaching and Learning This work is licensed under a Creative Commons Attribution-Non. Commercial-No. Derivatives 4. 0 International License. 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 (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Acknowledgements Visible Learning was rolled-out for use by Regional Professional Development Center (RPDC) Consultants in January 2015. The collection of learning packages and infographics was developed through efforts funded by the Missouri State Personnel Development Grant (SPDG). The following individuals/groups are thanked immensely for their hard work in developing this package: Content Development Expertise Suzy Cutbirth, Southwest RPDC Content Development Support UMKC Institute for Human Development: Carla Williams Ronda Jenson Stefanie Lindsay SPDG Management Team Artwork UMKC Institute for Human Development: Jodi Arnold 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 (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Welcome and Introductions

Professional Development to Practice Walk About / Talk About q Silently read your quote and formulate your thoughts around the following prompts: Do you agree or disagree with the quote? ü 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 ü Choose 1 -2 key words or concepts contained in the quote with regard to student learning. q Follow the directions and cues from the presenter and engage in 2 rounds of walking and

Professional Development to Practice Today’s Norms/Working Agreements Be Present and Professionally Courteous ü Limited side conversations, please ü 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…”

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.

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?

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 Mind frames /Jigsaw Activity

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 – Practice Video (s) • Closure – Self-Assessment – Reflection – Planning

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.

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.

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

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.

Interdependent System Professional Development to Practice

Professional Development to Practice Visible Learning Key Concepts and Principles 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 (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice What is Visible Learning? 1 “Visible” refers to making _____ 2 ______ visible to teachers, ensuring 3 _______ that make a “visible” difference to student learning. The “learning” aspect refers to how we go about 4 5 ______ and ________ then 6 _______ something about student “learning”. attributes learning doing student knowing understanding

Professional Development to Practice What is Visible Learning? 1 “Visible” refers to making student 2 learning visible to teachers, ensuring 3 attributes that make a “visible” difference to student learning. The “learning” aspect refers to how we go 5 4 and understanding about knowing 6 then doing something about student “learning”.

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

Professional Development to Practice Meta-analysis & Effect Size Ø The vast majority of innovations or educational strategies can be said to “work” because they can be shown to have a positive effect. Ø But a student left to work on his own, with the laziest teacher, would be likely to show improvement over a year. Ø 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.

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

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

Professional Development to Practice http: //www. youtube. com/watch? v=9 ousr 8 u. Kosk Listen closely for what John Hattie says specifically regarding teacher impact.

Professional Development to Practice Mindframe Jigsaw (Part 1) Ø Participants Count off in groups of 4 ü This group –made up of a 1, 2, 3, &4 will be the HOME group Ø On cue, participant move to “same number” groups. These groups will read and become experts on their assigned mind frames using the Jigsaw Activity Worksheet to record their thoughts. (8 -10 minutes) ü 1’s Mind frame 1 pp. 3 -6 ü 2’s Mind frames 2, 3, &4 pp 6 -9 ü 3’s Mind frames 5 & 6 pp 9 -12 ü 4’s Mind frames 7 & 8 pp 12 -13

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

Professional Development to Practice Maximizing Impact 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 (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

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

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

Professional Development to Practice Standard Deviation +1. 00 -1. 00 MEAN • Students do better than 84% of students not in that initiative • Typically represent 2 years growth in one year

Professional Development to Practice Hattie’s “Barometer of Influence” Medium Hinge Point hp= 0. 40 0. 15 ative Neg 1. 0 s Reverse Effects ect l Desired Effects gh Hi Ef opm fe e ct n s ta Eff -0. 2 el er 0. 0 ev ach D 0. 7 Te Lo w 0. 4 1. 2 © John Hattie Visible Learning

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.

Professional Development to Practice Make an Educated Guess HIGH MEDIUM LOW 0. 60 or higher 0. 40 - 0. 59 0. 39 or lower

Professional Development to Practice Make a prediction of how successful you think you will be on this exercise. 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) 90 -100% Correct (29 -32/32)

Professional Development to Practice Make an Educated Guess 5 4 3 2 1

Professional Development to Practice Rank (x/150) Effect Size High-Medium. Low 131 ? 0. 12 ? Low ? Acceleration 15 ? 0. 68 ? High ? Comprehension Programs 26 ? 0. 60 ? High ? Concept Mapping 27 ? 0. 60 ? High ? Cooperative vs. Individualistic learning 28 ? 0. 59 ? Medium ? Direct Instruction 29 ? 0. 59 ? Medium ? Feedback 10 ? 0. 75 ? High ? 133 ? 0. 12 ? Low ? Influence Ability Grouping/Tracking/Streaming Gender (male vs. female achievement)

Professional Development to Practice Influence Home Environment Individualizing Instruction Influence of Peers Matching Teaching with Student Learning Styles Metacognitive Strategy Programs Phonics Instruction Professional Development on Student Achievement Providing Formative Evaluation for Teachers Rank (x/150) Effect Size High-Medium. Low ? 44 109 ? 41 ? 0. 52 ? Medium ? 0. 22 ? Low ? 0. 53 ? Medium ? 125 ? 0. 17 ? Low ? 14 ? 36 ? 47 0. 69 ? 0. 51 ? ? High ? Medium ? 5 ? 0. 90 ? High ? 0. 54 ?

Professional Development to Practice Rank (x/150) Effect Size High-Medium. Low Providing Worked Examples 32 ? 0. 57 ? Medium ? Reciprocal Teaching 11 ? 0. 74 ? High ? Reducing Class Size 113 ? 0. 21 ? Low ? Retention (Holding back a year) 148 ? -0. 13 ? Low ? Student Control Over Learning 144 ? 0. 04 ? Low ? ? 1 ? 4 62 ? 1. 44 ? High ? 0. 90 ? High ? ? 0. 43 Medium ? Influence Self-Reported Grades/Student Expectations Teacher Credibility in the Eyes of Students Teacher Expectations

Professional Development to Practice Rank (x/150) Effect Size High-Medium. Low 136 ? 0. 09 ? Low ? Student-Teacher Relationships 12 ? 0. 72 ? High ? Using Simulations and Gaming 86 ? 0. 33 ? Low ? Vocabulary Programs 17 ? 0. 67 ? High ? Whole Language Programs 140 ? 0. 06 ? Low ? Within-Class Groupings 120 ? 0. 18 ? Low ? Response to Intervention ? 3 122 ? 1. 07 ? High ? 0. 18 ? Low ? Influence Teacher Subject Matter Knowledge Family Structure

Professional Development to Practice Fist to Five Revisited How did your actual performance compare with you 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) 90 -100% Correct (29 -32/32)

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

Professional Development to Practice Three Major Messages for Teachers Transparent goals • 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. Success criteria • 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 Rapid formative feedback • the more there is feedback about progress from prior to desired outcomes the more positive attributes to learning are developed

Professional Development to Practice Visible Learning Implementation 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 (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Profile (s) q. There is no one Practice Profile for Visible Learning q. Each of the Collaborative Work effective practices identified by Hattie as highimpact practices has its own Practice Profile. q. The items on the School Implementation Scale Survey that schools complete each year provides a description of what implementation looks like

Professional Development to Practice Fidelity Checklist – Assess and Share Ic I ensure that my instructional practices and learning behaviors are consistent with mind frames 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. YES PARTIALLY NO

Professional Development to Practice “Visible Learning Inside” John Hattie’s Checklist üPart One: Overview Items # 1 -5 üPart Two: Planning Items #6 -11 üPart Three: Starting the Lesson Items #12 -32 ü Part Four: During the lesson: feedback Items #33 -38 ü Part Five: The end of the lesson ü Items #39 -42 Part Six: Mind frames Item #43

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

Professional Development to Practice What ? n a l P is Your are Yo ur Goa ls?