Hattie – watched
5/30/18
- “I don’t care how you teach, I care about the impact of your teaching”
- Visible learning – when teachers SEE learning through the eyes of the student
- High impact teachers (developing expertise):
- Non experts – drawn to details that confirm their own beliefs, think they know what others are thinking, notice flaws in others more easily than themselves
- Experts – notice patterns of meaningful information, attribute success and failure to themselves, having high expectations for ALL students (effects .50 to 1.44)
- Differentiation: experts think – same success criteria but give students different ways to get there – and the success criteria is defined up front.
- Worked with National Boards (those who passed (experts), those who didn’t (experienced)). Watched these teachers
- Experts = much more deep work that surface work. Experienced (just the opposite)
- DIE – Diagnose, Interventions, <implementation>, Evaluation
- Change teaching attitudes
- Assessment as informing my impact and next steps
- I collaborate with peers & students about my conceptions of progress and my impact
- I am a change agent and believe all students can improve
- I strive for challenge and not ‘doing your best’
- How do we get the challenge of learning back into the classroom??!!!
- Feedback question: Feed up (where am I going); Feedback (How am I going); Feed forward (where to next).
- Engage in dialogue (with students) just as much as monologue (students listening to you)!!
- STOP TALKING SO MUCH! Teachers talk at 148 words
per minute (2 grade levels above where they are at),
- Teachers ask 131 questions, students ask 10 questions
- Teacher interactions are 56% procedural speak
- Explicitly inform students what successful impact looks like from the beginning
- Explicitly build relationships and trust so
learning can occur in a safe place
- safe to make mistakes and learn from others
- Focus on learning and language of learning
- Practice testing (consolidation and time management)
- Inquiry based methods, individualized instruction, visual/audio-visual methods had larger effect size on student learning than problem based learning or whole language
- Summary of
Evaluative Thinking
- Diagnostician builds climate of trust, errors, questions, problem solving (diagnosing students, subject matter progressions, working with others)
- Problem Solvers – the thinkers of the classroom
- Knows multiple interventions, evidence, choses between alternatives, recognizes errors are opportunities
- Leader of Learning
- Collaborator
- Collective ability to promote successful student outcomes within their school
- Clinical Practitioner
- Knowing interventions, assessment, feedback, coaching
- You’re entirely bonkers, but I’ll tell you a secret – all the best people are – Alice in Wonderland