Woodlands PSWoodlands PS

How to use an Instructional How to use an Instructional Intelligence Framework to develop Intelligence Framework to develop continuity and consistency across continuity and consistency across

all year levels.all year levels.

““The chains of habit are too weak to be felt The chains of habit are too weak to be felt until they are too strong to be broken.”until they are too strong to be broken.”

Dr Samuel JohnsonDr Samuel Johnson

Much of what we do in education is the result of Much of what we do in education is the result of taken-for-granted routines, habits, mind-sets, taken-for-granted routines, habits, mind-sets, ideologies, superstitions and untested assumptions ideologies, superstitions and untested assumptions and beliefs.and beliefs.However, we are now in the However, we are now in the age of evidenceage of evidence and and we need to ask some hard questions (what?, why?, we need to ask some hard questions (what?, why?, how?, effects?).how?, effects?).Is your school in a Is your school in a groovegroove or a or a rutrut??

S. Dinham S. Dinham

2

The most important factor affecting student learning is the teacher. ... The immediate and

clear implication of this finding is that seemingly more can be done

to improve education by improving the effectiveness of

teachers than by any other single factor’.

Wright, S.; Horn, S. & Sanders, W. (1997). 'Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation', Journal of Personnel Evaluation in Education, 11, pp. 57-67.

(SEEING LEARNING THROUGH (SEEING LEARNING THROUGH EYES OF STUDENTS) Students EYES OF STUDENTS) Students

see themselves as teacherssee themselves as teachers

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Clear learning intentionsClear learning intentions

Challenging success criteriaChallenging success criteria

Range of learning strategiesRange of learning strategies

Know when students are not Know when students are not

progressingprogressing

Providing & giving feedbackProviding & giving feedback

Visibly learns themselvesVisibly learns themselves

Create an atmosphere of Create an atmosphere of

active participationactive participation

In summary….In summary….EFFECTIVE TEACHERSEFFECTIVE TEACHERS

SEE THEMSELVES AS SEE THEMSELVES AS Having certain mind frames (e.g. Having certain mind frames (e.g. change agent)change agent)A cooperative & critical planner A cooperative & critical planner means…means…An adaptive learning expert (e.g. An adaptive learning expert (e.g. multiple strategies)multiple strategies)A receiver & giver of feedbackA receiver & giver of feedback

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Understand learning intentionsUnderstand learning intentions

Are challenged by success criteriaAre challenged by success criteria

Develop a range of learning Develop a range of learning

strategiesstrategies

Know when they are not Know when they are not

progressingprogressing

Seek & give feedbackSeek & give feedback

Visibly teach themselves & othersVisibly teach themselves & others

Balance of surface, deep, & constructed Balance of surface, deep, & constructed knowingknowing

Teachers preach deep, students see surface!Teachers preach deep, students see surface!

Learning strategiesLearning strategies– To reduce cognitive loadTo reduce cognitive load– To use when stuck (welcome error!)To use when stuck (welcome error!)

Requires deliberative practiceRequires deliberative practice– Builds expectations of Builds expectations of

““can do”can do”– Thrives on challengeThrives on challenge– Requires feedbackRequires feedback

Need surface and deep to Need surface and deep to

maximize meta-cognitionmaximize meta-cognition

Involves questioning our Involves questioning our

constructions of knowledge & constructions of knowledge &

knowingknowing

Requires highly structured or Requires highly structured or

direct teachingdirect teaching

Is the heart of Visible learning Is the heart of Visible learning

and Visible teachingand Visible teaching

InfluenceInfluence Effect SizeEffect SizeSelf-report gradesSelf-report grades 1.441.44

FeedbackFeedback .73.73Providing formative evaluation to Providing formative evaluation to teachersteachers .90.90

Frequent/ Effects of testingFrequent/ Effects of testing .34.34

Teaching test taking skillsTeaching test taking skills .22.22

Quality feedback is needed, not more Quality feedback is needed, not more feedbackfeedbackMuch of the feedback provided by the teacher Much of the feedback provided by the teacher to the student is not valued and not acted onto the student is not valued and not acted onStudents with a growth mindset welcome Students with a growth mindset welcome feedback and are more likely to use it to feedback and are more likely to use it to improve their performanceimprove their performanceOral feedback is much more effective than Oral feedback is much more effective than writtenwrittenThe most powerful feedback is provided The most powerful feedback is provided from from the student to the teacherthe student to the teacher

Effective feedback has the potential for profound effect on Effective feedback has the potential for profound effect on student achievement – student achievement – it doubles the speed of learningit doubles the speed of learningFeedback is Feedback is just in time, just for mejust in time, just for me information information delivered when and where it can have the most effectdelivered when and where it can have the most effectIn order to build a feedback culture in your school there In order to build a feedback culture in your school there needs to be a high degree of needs to be a high degree of relational trustrelational trustFeedback should give students information about Feedback should give students information about Where Where am I going? How am I going? Where to next?am I going? How am I going? Where to next?There are There are 4 levels4 levels of feedback – task, process, self of feedback – task, process, self regulation and selfregulation and selfWhen students are learning something new they need a lot When students are learning something new they need a lot of task feedback, as the become more proficient, process of task feedback, as the become more proficient, process feedback and when they have a high degree of proficiency, feedback and when they have a high degree of proficiency, more self regulation feedbackmore self regulation feedbackPraise should not be confused with effective Praise should not be confused with effective instructional feedbackinstructional feedback80% of feedback that a student learns in a day is from 80% of feedback that a student learns in a day is from other students, and 80% of it is wrong. We need to find other students, and 80% of it is wrong. We need to find ways to improve the accuracy of peer feedback.ways to improve the accuracy of peer feedback.

HOW could we obtain more HOW could we obtain more feedback from our students?feedback from our students?

HOW can we ensure that we HOW can we ensure that we ACT on this feedback to raise ACT on this feedback to raise

achievement?achievement?

Whether their teaching methods have been successful or Whether their teaching methods have been successful or notnot

Whether their learning intentions are worthwhile & Whether their learning intentions are worthwhile & challengingchallenging

Whether students are attaining their desired success Whether students are attaining their desired success criteriacriteria

Which students have learnt or not learntWhich students have learnt or not learnt

Where teachers can capitalize on student strengths & Where teachers can capitalize on student strengths & minimize gapsminimize gaps

Where students are on the learning ladderWhere students are on the learning ladder

Whether they have a shared conception of progressWhether they have a shared conception of progress

What is optimal to teach nextWhat is optimal to teach next

Whenever we test in classes it is primarily to help teachers know:

Feedback is information provided by Feedback is information provided by an agent (e.g., teacher, peer, book, an agent (e.g., teacher, peer, book, parent, self/experience) regarding parent, self/experience) regarding aspects of one’s performance or aspects of one’s performance or understanding. understanding.

Observation/coaching/planning process [Joyce & Showers]

provide alternative strategies to provide alternative strategies to understand materialunderstand materialincrease effort, motivation or increase effort, motivation or engagementengagementconfirm that the responses are confirm that the responses are correct or incorrectcorrect or incorrectindicate that more information is indicate that more information is available or neededavailable or neededpoint to directions that could be point to directions that could be pursued pursued to restructure understandingsto restructure understandings

Build a skill set to support continuity and consistency.

Curriculum Wisdom

Divides into Divides into 3 Areas3 Areas

Levels of ThinkingLevels of Thinking

Types of Thinking

Content KnowledgeContent Knowledge

Divides into Divides into 5 Areas5 Areas

OrganisOrganisersers

StrateStrategiesgies

TacticsTactics

SkillsSkills

ConceptsConcepts

RespondingResponding

Divides into Divides into 2 Areas2 Areas

Divides into Divides into 2 Areas2 Areas

SummativeSummative

FormativeFormative

Curriculum Wisdom

Divides into Divides into 3 Areas3 Areas

Levels of ThinkingLevels of Thinking

Types of Thinking

Content KnowledgeContent Knowledge

Divides into Divides into 5 Areas5 Areas

OrganisOrganisersers

StrateStrategiesgies

TacticsTactics

SkillsSkills

ConceptsConcepts

RespondingResponding

Divides into Divides into 2 Areas2 Areas

Divides into Divides into 2 Areas2 Areas

SummativeSummative

FormativeFormative

BELIEFS ABOUT BELIEFS ABOUT STUDENT LEARNINGSTUDENT LEARNING!!

WHAT ARE YOURS?WHAT ARE YOURS?

WHAT ARE YOUR STAFFS’? WHAT ARE YOUR STAFFS’?

WHAT ARE YOUR WHAT ARE YOUR COMMUNITIES?COMMUNITIES?

YOUR CHANGE YOUR CHANGE PARADIGM!PARADIGM!

WHAT IS YOURS?WHAT IS YOURS?

WHAT’S WORKED WHAT’S WORKED PREVIOUSLY?PREVIOUSLY?

WHAT HASN’T?WHAT HASN’T?

Conversations

Performance Management

Professional

Learning

PractisePractice

Joyce & Showers Skill Training Model

Workshop Components

Understanding Skill Acquisition

Transfer

Theory (T)

minimal 3% 0%

(T) and Demonstration

(D)

increases a bit 5-10% 3%

(T, D) and Practice and

Feedback (PF)

solid introductory

understanding

90% 10%

T, D, PF, observation

and Peer Coaching &

Collaborative Planning

Deeper more integrative

understanding

> 90% > 90%

Great SchoolsGreat Schools

Create a climate that Create a climate that all are all are responsibleresponsible for the progress of the for the progress of the studentsstudentsUse information openly and Use information openly and intelligentlyintelligentlyUse research-based evidenceUse research-based evidenceCollaborate to improve learningCollaborate to improve learningDevelop expert teachersDevelop expert teachers

(Building Teacher Quality – Hattie 2003)(Building Teacher Quality – Hattie 2003)

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What’s in my head!What’s in my head!

What I’d like to do. Why.What I’d like to do. Why.

What I will do. Why.What I will do. Why.

What this will mean for you:What this will mean for you:

now:now: volunteers. volunteers.

next year:next year: more volunteers more volunteers

the year after:the year after: everyone – whole everyone – whole school approach.school approach.