Workshop i vl student(presentation deck)
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Transcript of Workshop i vl student(presentation deck)
Developing a System-wide Approach to Support Students in Seeing
Themselves As Their Own Teachers
Michael McDowell, Ed.D.
#vlconf2014
#vlconf2014
Dialogue: https://todaysmeet.com/VLstudents
Pre-Assessment:
https://www.youtube.com/results?search_query=khan+academy+and+the+effectiveness+of+science&sm=1
Twitter: @mmcdowell13 ; #VLConf2014
Email: [email protected]
#vlconf2014
Know Need to Know
• “Take Away”
– Learners– Teachers– Leaders
How do we develop an educational system that supports all students in seeing themselves as their own teachers?
#vlconf2014
First Theory of action– 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.
Second Theory of action
• 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.
Expectations
Our Story
Learning System Infrastructure
Daily operation
#vlconf2014
Outcomes
• To understand a 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
#vlconf2014
Outcomes
Understand the actions students 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
PART I
Creating a Learning System Infrastructure
#vlconf2014
• Developing a backbone
• Embracing Customization
• Developing a support system
• “Its unbelievable how much you don’t know about the game you’ve been playing all your life”
- Mantle
• Teachers are among the most powerful influences on learning
Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning
“Teachers don’t teach.” – They
• Teachers need to 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
#vlconf2014
- Where is the 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?
• Teachers need to 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.
School leaders and teachers 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.
Factor influence on achievement (Hattie, 2009)Birth weight (.54)Lack of Illness (.23)Diet (.12)Drug interventions (.33)Exercise (.28)Socioeconomic status (.57)Family structure (.17)Home environment (.57)Parental involvement (.51)
teacher student relationships (.72)P.D. (.62)teacher clarity (.75)microteaching (.88)feedback (.73)Goals (.56)Mastery Learning (.58)Providing formative evaluation (.90)Spaced vs. Massed Practice (.71)
Effect sizes from teaching or working conditionsQuality of Teaching (.77)Reciprocal Teaching (.74)Teacher-Student relationships (.72)Providing Feedback (.72)Meta-cognition strategies (.67)Direct Instruction (.59)Mastery Learning (.57)
Ave (.68)
Within class grouping (.28)Adding more finances (.23)Reducing class size (.21)Ability grouping (.11)Multi-grade/age (.04)Open v. trad (. 01)summer vacation (-.09)Retention (-.16)
Ave (.08)
Effect sizes for teacher as activator and teacher as facilitator
Reciprocal Teaching (.74)Feedback (.72)Direct Instruction (.59)Problem Solving teaching (.61)Mastery Learning (.57)Goals-Challenging (.56)
Average activator (.63)
Simulations and gaming (.32)Inquiry-based teaching (.31)Individualized instruction (.20)PBL (.15)Web-based learning (.09)Whole language-reading (.06)
Average facilitator (.17)
Effect sizes for teacher as activator and teacher as facilitator
Reciprocal Teaching (.74)Feedback (.72)Direct Instruction (.59)Problem Solving teaching (.61)Mastery Learning (.57)Goals-Challenging (.56)
Average activator (.63)
Simulations and gaming (.32)Inquiry-based teaching (.31)Individualized instruction (.20)PBL (.15)Web-based learning (.09)Whole language-reading (.06)
Average facilitator (.17)
What are the key difference between these methods?The key is the role of the teacher…We go back to the story
Variables that don’t have a substantial impact- THE POLITICS OF DISTRACTION
• Attributes of students have a low effect on student learning (gender, parental employment, adoption, personality, labeling of students) (less than .18)
• Deep Programs matching styles of learning, inquiry based methods, individualized instruction, distance education (less than .22)
• School and Class Structure Summer school, finance, class size, ability grouping, retention, multi-grade/age classes, changing school calendars (less that .10)
Research Guidance
Strategy EffectTeachers working together to evaluate their impact and
responding to that impact 0.93Teachers 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
Research Guidance
Strategy EffectTeachers working together to evaluate their impact and
responding to that impact 0.93Teachers 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
Progress
Proficiency
A culture & climate conducive to improving teaching and learning
What do we want 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?
What do we want 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?
Common OutcomesCustomized Instruction
Customized Assessment
Customized Collaborative Structures
Customized Intervention
Common Scales
Common Intervention Criteria
Common Culture and Work
What do we want 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?
Teaching [and learning] in the dark is a questionable practice” (Taba, 1966)
Score Description
4 ExtensionApplying Understanding
3 RelationalMaking Meaning
2 Single/MultipleBuilding Knowledge
1 Direct Support
Proficiency
Not Yet Proficiency
Score Description
4 ExtensionApplying Understanding
3 RelationalMaking Meaning
2 Single/MultipleBuilding Knowledge
1 Direct Support
DEEP
SURFACE
A tale of two tools
Rubric 1.0 Rubric 2.0 (scale)Multi-dimensional Uni-dimensional
Context-rich Context-poor
Task oriented Learning orientedSubstantial criteria per
level minimal criteria per level
Progression levels dictated by rubric
purpose
Progression levels dictated by learning
taxonomy
Limits autonomy Enhances autonomy
Compliance orientation Performance orientation* This is typical , not always the case
Connections
Limited Growth (0.0-0.39)
Expected Growth (.40 +)
Not Yet Proficient (0.0-2.25)
Proficient (2.5-4.0)
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
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
Limited Gain (0.0-0.5) Expected Growth (.5 +)
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
What? So What? Now What?
Moving from Data Analysis to Response
Single/Multiple Ideas- What instructional 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
Aligning “High Probability Strategies” 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 tasksProblem-solving tasks
Making meaning What do I typically do to organize students and deepen knowledge?
Venn diagramsComparison matrix
Building knowledge What do I typically do to identify critical information?
Identifying critical input experiences
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%
Common OutcomesCustomized Instruction
Customized Assessment
Customized Collaborative Structures
Customized Intervention
Common Scales
Common Intervention Criteria
Common Culture and Work
• Driver of customization 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.
#vlconf2014
Support Systems– Governance Purpose, Procedures,
Agreements– Aligning policy– Allocating resources– Developing a distributed leadership team– Codifying and Focusing Human Capacity
Efforts
Single/Multiple Ideas- What strategies 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
Part II
How do we operationalize a learning system to substantially impact all learners?
#vlconf2014
- Where is the 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?
Where are we?
What’s next?
Where are we going?
Where are we?
What’s next?
Where are we going?
How are we ensuring voice and choice?
What’s working? What needs improvement?
Scenario
Be honest with where 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.
Be open to struggling…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. ):
My annotations and thoughts 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.
BUMPS IN THE ROAD
• Students are rarely involved in the assessment process
• Curriculum design rarely introduces questions, criteria, and tasks for students to solve that require a range of surface and deep level knowledge
• Student thinking is dramatically influenced by context (rubrics and project expectations)
• Voice and Choice in tasks and assessments are rarely accessible or limited in scope to students due, in large part, to clarity and language.
1. Create discipline centered questions for surface and deep level understanding
2. Identify a myriad of contexts that can be used to extend student learning across disciplines
3. Determine degree of autonomy related to context and tasks.
Goal- Student understands the relationship between historical events and artistic expression
Extended- Understand how art represents human behavior that stands the test of time.
Relational- Understands the relationship between the creation or expression of art and the events of the time.
Single/Multiple- Understand how compositional principles are identified in famous pieces of art
TUHSD
TUHSD
Goal- Student understands the relationship between historical events and artistic expression
Academic Question
Extended- Understand how art represents human behavior that stands the test of time.
Relational- Understands the relationship between the creation or expression of art and the events of the time.
Single/Multiple- Understand how compositional principles are identified in famous pieces of art
How does this painting relate to contemporary time?
How does this piece connect to the time of its creation? Or, What do you consider the author was saying through his painting?
Who created the following piece? What is the name of the piece? What are two compositional principles that the artist used in the piece?
• The student will initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively (SL. 11-12.1)
• The student will draw skillfully across various sources of influence to motivate and enable vital behaviors so that important personal, social, and organization goals are accomplished.
Unobtrusive Obtrusive Student Generated
Applying Understanding
Making Meaning
Building Knowledge
#vlconf2014
- What are the teacher’s next steps?- In light of the evidence, what approaches
appear to efficiently and effectively enhance the learning process?
#vlconf2014
- What are the student’s next steps?- In light of the evidence, what approaches
appear to efficiently and effectively enhance the learning process?
Defining Features
Systemic Professional Learning Community Framework
Assessment for Learning
LearningCenteredCultureand Climate
IMPACT
Backwards Design
Differentiation
System-Wide PLC Framework
Curriculum Design
Assessment for Learning
Differentiation
Learning Centered Culture and Climate
Research Guidance
Strategy EffectTeachers working together to evaluate their impact and
responding to that impact 0.93Teachers 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
What do you need to know?
#vlconf2014
Dialogue: https://todaysmeet.com/VLstudents
Twitter: @mmcdowell13 ; #VLConf2014
Email: [email protected]
Learn more about Visible Learningplus at www.corwin.com/visiblelearning