making literacy learning visible - gael · 9/27/17 1 making literacy learning visible nancy frey...
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9/27/17
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MAKINGLITERACYLEARNINGVISIBLE
NancyFreyContactmeat:www.fisherandfrey.com
FollowmeonTwi>er
@NancyFrey
Everystudentdeservesagreatteacher,notbychance,butbydesign.
Fisher,Frey,andHaGe,2016,p.2
Visible learning combines, rather
than contrasts, teacher-centered teaching and student-centered
learning and knowing.
HaGe,2008,p.26
What highly effective teachers do…
Such that students…
Communicate clear learning intentions
Understand the learning intentions
Have challenging success criteria
Are challenged by success criteria
Teach a range of learning strategies
Develop a range of learning strategies
Know when students are not progressing
Know when they are not progressing
Provide feedback Seek feedback
Visibly learn themselves Visibly teach themselves
John Hattie p. 108
Visible learners are assessment-capable learners.
Assessment capable learners say…
“I know where I’m going.”
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Assessment capable learners say…
“I have the tools I need.”
Assessment capable learners say…
“I gauge my progress.”
Assessment capable learners say…
“I recognize what’s next.”
Visible learners are built by assessment-
capable teachers.
Visible learners are assessment-
capable learners.
MINDFRAMESOFGREATTEACHERS• I am an evaluator. • I am a change agent. • I talk about learning, and not about teaching. • I see assessment as feedback to me. • I engage in dialogue, not monologue. • I enjoy challenge. • I engage in positive relationships. • I collaborate.
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CLOCKPARTNERS
12:004:008:00
CP:ExtendanddeepenyourunderstandingaboutwaystouOlizehigh-impactinstrucOonandleadershipduringeachphaseoflearning.LP:Read,write,discussandcollaboratewithcolleaguestoleveragetoday’sinformaOonatyoursite.
Today’sLearningIntenHons
Today’s Success Criteria
By the end of the session, you will be able to:
Align and utilize high-impact
approaches to phases of learning.
What Works and
Why
Learning Phases
What Works and
Why
John Hattie
195 influences. 300 million students.
Visible Learning
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Students
HomePeers
Schools
Principal
Teachers
IdenHfyingwhatmaMers.Percentage of Achievement Variance
Effectsizemeasuresthemagnitudeofafactor.
PAGE7
0.4iswhere
you“feel”it
DECREASED ENHANCED
0.4-0.20 0.10 0.80 1.2
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Nowlet’sDOUBLEthespeedoflearning.
0.8is2years
ofgrowthfora
yearinschool
DECREASED ENHANCED
0.4-0.20 0.10 0.80 1.2
Now,let’sTRIPLEthespeedoflearning.
1.2is3years
ofgrowthfora
yearinschool
DECREASED ENHANCED
0.4-0.20 0.10 0.80 1.2
AneffectsizetellsushowpowerfulsomethingisincreaHngchange.
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
PAGE10
This is the hinge point—a year’s worth of growth for a year in school.
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
“Hingepoint”(d=0.4)Averageofalleffects
APPENDIX
169-173
Chance
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
Design
FREQUEN
CY •INTEN
SITY •DURATIO
N
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
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Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge. Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge. Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
Mobility:d=-0.34
Student mobility is the
secondhand smoke of schooling.
Russell Rumberger, Director of the California Dropout Research Project
School-agechildrennaOonwidewhomovewithinthe
samestateeachyear.
EducaOonWeek,June7,2017
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RetenHon:d=-0.13Chance
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
PAGE161
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
ResponsetoIntervenHon:d=1.07Design
PAGES143-161
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
AbilityGrouping/Tracking:d=0.12Chance
PAGES162-163 Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
Small-GroupLearning:d=0.49Design
PAGE170
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
TeachingTest-Taking:d=0.27Chance
PAGES164-165 Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
StudySkills:d=0.63Design
“LEARN
INGHO
WTOLEAR
N”
PAGE169
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Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
Homework*:d=0.29Chance
PAGE163
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
HomeworkatHighSchool*:d=0.55Design
PAGE163
FOUNDATIONSOFSUCCESS:WhatWorksinEveryLesson,forEveryLearner
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
Teacher-StudentRelaHonships:d=0.72Design
PAGES13-15
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
TeacherClarity:d=0.75Design
PAGES26-27
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CLARITY• Teachersknowwhatstudentsneedtolearn• TeacherscommunicatelearningintenOonstostudents• Teachersandstudentsunderstandsuccesscriteria
LEARNINGINTENTIONSANDSUCCESSCRITERIA
Communicatelearning
intenHons.
Lightthepathwithsuccess
criteria.
Learnersrecognizetheir
learning.
LearningintenOonsare
communicatedbyestablishingpurpose.
Successcriteriashinealightonthelearningpath.
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I Can Statements
Use a single-point rubric to promote visible learning.
Areas that Need Work Success Criteria Evidence of Exceeding Standards
Topic introduced effectively.
Related ideas grouped together to give some
organization.
Topic developed with multiple facts, definitions,
details.
Linking words and phrases connect ideas within a category of
information.
Strong concluding statement or section.
GA Milestones 5th Grade Writing Rubric: Trait 1
Areas that Need Work Success Criteria Evidence of Exceeding Standards
Sentences have clear and complete structure, with
appropriate range and variety.
Knowledge of writing language and
conventions shown.
Any errors in usage do not interfere with
meaning.
GA Milestones 5th Grade Writing Rubric: Trait 2
Teaching Success Criteria
Negotiation: “What would you expect to see in a
successful piece of work?”
Gordon Stobart
Teaching Success Criteria
Exemplars: “Which of these two pieces of work
best meets the criteria?”
Gordon Stobart
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Teaching Success Criteria
Modeling: “Here’s what I mean…”
Gordon Stobart
Studentsrecognizetheirownlearning.
Comparative Essays Self-Assessment
Students compare
performance from two
points in the year.
Handout Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
HighLevelofChallenge:d=0.58Design
PAGE169
“LEA
RNINGTO
MAS
TERY
”
“Schoolisaplacewereyoungpeoplegotowatcholderpeoplework.”
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LEARNING
Collective Teacher Efficacy
Beliefs of a teacher group about their collective ability to promote student
success in their school.
Collective Teacher Efficacy
Effect size of 1.57 (Hattie, 2015) Nearly 4 years of growth
for a year in school
Meet with your 4:00 partner
CHECKIN
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What ideas are squaring with you? What ideas are still circling in your head? What would you like to learn more about?
What Works and
Why
Learning Phases
Phases of Learning
The right approach at the right time. PAGE20
Transfer
Deep
Surface
Acquisi/onandEarlyConsolida/onofSkillandConceptDevelopment
Surface
WeuseSURFACELEARNINGtointroduceskillsandknowledge.
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SkillandConceptDevelopment
Surface
Deep
Deepconsolida/onthroughconnec/ons,rela/onships,andschematoorganizeskillsandconcepts
WeuseDEEPLEARNINGtoconsolidateskillsandknowledge.
ComparisonofassignmentsandarHfactsofteacherswhosuccessfullyearnedNaHonalBoardCerHficaHon,withthosewhoappliedbutdidnotearncerHficaHon:
74%oftheworksamplesofNBCteachers’workfocusedondeeplearningtasks.
Only29%oftheworksamples
submi>edbynon-NBCteachers
focusedondeeplearningtasks
Smith,HaGe&Bond,2008
UsethehandoutonthecharacterisHcsofsurfaceanddeeplearners.
• Inwhatwaysaretheydifferent?• Whatareyourhunchesaboutaligningstrategiestophasesoflearning?
• WhatmightbesomeofthesignalslearnersareexhibiOnginthesephases?
Transfer
Deep
Surface
SkillandConceptDevelopment
ConnecOons,relaOonships,andschematoorganizeskillsandconcepts
Self-regula/ontocon/nuelearningskillsandcontentindependentoftheteacher
TRANSFERLEARNING
accelerate
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Deeplearningapproachesdon’tworkanybe>eratdevelopingsurfacelearningthansurfacelearningstrategiesworktodevelopdeepunderstanding.
The right approach, at the right time, for the right type of learning.
don’tholdanystrategyinhigher
esteemthanthe
learningofyourstudents.
Meet with your 12:00 partner
Table Talk
Use the handout on the characteristics of surface and deep learners.
• In what ways are they different? • What are your hunches about aligning
strategies to phases of learning? • What might be some of the signals learners
are exhibiting in these phases? ACQUISITION
SURFACELEARNING:
AcquireandConsolidate
Chapter 2
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AnHcipaHonGuidesareagreatwaytoleveragepriorknowledgeandsurfacemisconcepOons.
PAGE43
ExampleofAnHcipaHonguidefromU.S.Historyonp43
WaystoFacilitateACQUISITIONofSURFACELearning
• Widereadingonthetopicunderstudy(d=0.42)
• Vocabularytechniques(sorts,wordcards,mnemonics,etc.)(d=0.67)
PAGE40-61
ReadingVolumeSHllMaMers
STUDENTA• 20MINUTESPERDAY
• 1,800,000WORDSPERYEAR
• SCORESINTHE90THPERCENTILEONSTANDARDIZEDTESTS
p.105
STUDENTB • 5MINUTESPERDAY• 282,000WORDSPERYEAR
• SCORESINTHE50THPERCENTILEONSTANDARDIZEDTESTS
STUDENTC
• 1MINUTEPERDAY• 8,000WORDSPERYEAR• SCORESINTHE10THPERCENTILEONSTANDARDIZEDTESTS
p.105
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IncidentalLearningThroughWideReading
2,250wordslearnedperyearthisway.
Abargain,consideringonly300-500wordscanbedirectlytaughteachyear.
(Mason,Stahl,Au,&Herman,2003)
QuesHon:Whohasbe>ercomprehension:studentswithhigherreadingtestscores,orstudentswith
higherrelevantknowledge?
Inaniconicstudy,replicatednumerousOmes,poorreaderswithmoreknowledgeoutperformedstrongerreaderswithlessknowledge.Infact,theyperformedalmostaswellasthestudentswhowerebothknowledgeableandstrongreaders.
Recht,D.R.,&Leslie,L.(1988).Effectofpriorknowledgeorgoodandpoorreaders’memoryoftext.JournalofEduca<onalPsychology,30(1),16-20.
KnowledgeMaMers
Answer:WhohasbeIercomprehension?
Meet with your 8:00 partner
Paired Fluency Protocol
Promotes surface level acquisition and consolidation through: • Fluency • Rehearsal • Summarizing
Paired Fluency Protocol
Partner A and Partner B discuss everything you recall so far today: • Three rounds • Partners cannot repeat information shared
by the other
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Photo:DougFisher
Chapter3DEEPLEARNING:DeepLearningIsCrucial
Without more complex tasks, students will not deepen their
learning.
Taskcomplexityshouldalignwiththephaseoflearning.
RIGORISFOREVERYONE!
WaystoFacilitateDEEPLearning
• Closereading(d=0.63)
• DiscussionandquesOoning(d=0.82)
• MetacogniOvestrategies(d=0.69)
Difficultyvs.Complexity
Difficulty
• Ameasureofeffortrequiredtocompleteatask
• Inassessment,afuncOonofhowmanypeoplecancompletethetaskcorrectly.
Complexity
• Ameasureofthethinking,acHon,orknowledgethatisneededtocompletethetask.
• Inassessment,howmanydifferentwayscanthetaskbeaccomplished.
Easy Hard
LessComplex
LowDifficultyHighComplexity
HighDifficultyHighComplexity
LowDifficultyLowComplexity
HighDifficultyLowComplexity
MoreComplex
PAGE25
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MoreComplex
LessComplex
Easy Hard
StrategicThinking
StaminaFluency
Struggle
LowDifficultyHighComplexity
HighDifficultyHighComplexity
LowDifficultyLowComplexity
HighDifficultyLowComplexity
Futureprofessionallearningatyoursite?
Askgradelevelstoplottasksassignedforthelast30days.
Chapter4TRANSFEROFLEARNING:Assessment-capablevisibleLearners
ThisisNOThowtransferofinformaHonhappens Seep.31for
anotherself-assessmentexample.
Photo:NancyFrey
WaystoFacilitateTRANSFER• Readingacross
documentstoconceptuallyorganize(d=0.85)
• Formaldiscussion,includingdebatesandSocraOcseminars(d=0.82)
• Problem-solvingteaching(d=0.61)
• ExtendedwriOng(d=0.43)
Problem-BasedLearning(0.61)
• Alsocalledproblemsolvingteaching
• CanbedrivenbyanessenOalquesOon(What’sworthfighOngfor?Areinsectsuseful?)
• DrivesinvesOgaOon
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Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
Problem-basedLearning:d=0.15*Design
PAGE172
Source:HaGe,J.(2009).VisibleLearning:ASynthesisofOver800Meta-AnalysesRela<ngtoAchievement.NewYork,NY:Routledge.
Problem-basedLearning:d=0.61*Design
PAGE172
ED:Canyouresetgaugetoshow0.61?
NeverholdaninstrucHonal
strategyinhigher
esteemthanyour
students’learning.
Fisher,Frey,andHaGe,2016
PAGE41
7 Essentials for PBL
Larmer & Mergendoller, 2010
1. A need to know.
2. A driving question.
3. Student voice and choice.
4. 21st century skills.
5. Inquiry and innovation.
6. Feedback and revision.
7. A publicly presented project.
Your memorable
learning event…
How many of these conditions were present?
Taking It Back
VisibleLearninginLiteracyAnHcipaHonGuide
Let’srevisittheanOcipaOonguideyoucompletedthismorning.Talkwithyourtable
partnersabouttheitems.Besureto
addyourreasoning.
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VisibleLearninginLiteracyAnHcipaHonGuide
1.EffectsizesreportthesignificanceofaninstrucOonalstrategy.
FALSE—itreportsontheimpactoftheinstruc<onalstrategy.
VisibleLearninginLiteracyAnHcipaHonGuide
2.ThedeepphaseoflearningisthebestOmeforvocabularyinstrucOontooccur.
FALSE—thesurfacephaseoflearningisthebest<meforvocabularyinstruc<ontooccur.
VisibleLearninginLiteracyAnHcipaHonGuide
3.Surfacelearningislessimportantthandeeplearningbecauseitissuperficial.
FALSE—thesurfacephaseoflearningiscrucialbecauseitsetsthestagefordeeplearningtofollow.It’sjustnotsufficient.
VisibleLearninginLiteracyAnHcipaHonGuide
4.ThenumberofyearsofteachingisthebestpredictorofteacherexperOse.
QualifiedFALSE—Onlyforthefirst5years.AWerthat,thebestpredictorofexper<seistheamountof/mededicatedtodeepand
transferphasesoflearning.
VisibleLearninginLiteracyAnHcipaHonGuide
5.Problem-basedlearning(problem-solvingteaching)iseffecOvefortransfer,burnotforsurfacelearning.
TRUE—Atthesurfacephaseoflearning,it’seffectsizeisonly0.15.Atthetransferphase
oflearning,itis0.61.
Whathighlyeffec/veteachersdo…
• CommunicateclearlearningintenOons
• Havechallengingsuccesscriteria
• Teacharangeoflearningstrategies
• Knowwhenstudentsarenotprogressing
• Providefeedback
• Visiblylearnthemselves
Suchthatstudents…
• UnderstandthelearningintenOons
• Arechallengedbysuccesscriteria
• Developarangeoflearningstrategies
• Knowwhentheyarenotprogressing
• Seekfeedback
• Visiblyteachthemselves
PAGE108 John Hattie
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CP:ExtendanddeepenyourunderstandingaboutwaystouOlizehigh-impactinstrucOonandleadershipduringeachphaseoflearning.LP:Read,write,discussandcollaboratewithcolleaguestoleveragetoday’sinformaOonatyoursite.
Today’sLearningIntenHons Today’s Success Criteria
By the end of the session, you will be able to:
Align and utilize high-impact
approaches to phases of learning.
Visible learners are assessment-
capable learners.
Visible learners are built by assessment-
capable teachers.
LEARNING
Source: Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York, NY: Routledge.
Design Every student deserves a great teacher,
not by chance, but by design.
Chance
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The right approach, at the right time, for the right type of learning.
Mindframes of Great Teachers
• I am an evaluator. • I am a change agent. • I talk about learning, and not about teaching. • I see assessment as feedback to me. • I engage in dialogue, not monologue. • I enjoy challenge. • I engage in positive relationships. • I collaborate.
Everyteacherdeservesagreatleader,notbychance,butbydesign.
Howwillyoubeaherotomorrow?
FOLLOWMEonTwi>[email protected]