MAKING LITERACY LEARNING VISIBLE - GAEL

1 9/27/17 1 MAKING LITERACY LEARNING VISIBLE Nancy Frey Contact me at: Follow me on Twi>er @NancyFrey Every student deserves a great teacher, not by chance, but by design. Fisher, Frey, and HaGe, 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 Such that 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.

2 Assessment capable learners I know where I m going. 9/27/17 2 Assessment capable learners I have the tools I need. Assessment capable learners I gauge my progress. Assessment capable learners I recognize what s next. VISIBLE learners are built by assessment-capable teachers. VISIBLE learners are assessment-capable learners. MIND FRAMES 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. 9/27/17 3 CLOCK PARTNERS 12:00 4:00 8:00 CP: Extend and deepen your understanding about ways to uOlize high-impact instrucOon and leadership during each phase of LEARNING . LP: Read, write, discuss and collaborate with colleagues to leverage today s informaOon at your site.

3 Today s LEARNING IntenHons 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 9/27/17 4 students Home Peers Schools Principal Teachers IdenHfying what maMers. Percentage of Achievement Variance Effect size measures the magnitude of a factor. PAGE 7 is where you feel it DECREASED ENHANCED 9/27/17 5 Now let s DOUBLE the speed of LEARNING . is 2 years of growth for a year in school DECREASED ENHANCED Now, let s TRIPLE the speed of LEARNING . is 3 years of growth for a year in school DECREASED ENHANCED An effect size tells us how powerful something is in creaHng change.

4 Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. PAGE 10 This is the hinge point a year s worth of growth for a year in school. Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Hinge point (d = ) Average of all effects APPENDIX 169- 173 Chance Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Design FREQUENCY INTENSITY DURATION Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. 9/27/17 6 Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement.

5 New York, NY: Routledge. Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Mobility: d = - Student mobility is the secondhand smoke of schooling. Russell Rumberger, Director of the California Dropout Research Project School-age children naOonwide who move within the same state each year. EducaOon Week, June 7, 2017 9/27/17 7 RetenHon: d = - Chance Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge.

6 PAGE 161 Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Response to IntervenHon: d = Design PAGES 143- 161 Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Ability Grouping/Tracking: d = Chance PAGES 162- 163 Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Small-Group LEARNING : d = Design PAGE 170 Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Teaching Test-Taking: d = Chance PAGES 164- 165 Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement.

7 New York, NY: Routledge. Study Skills: d = Design LEARNING HOW TO LEARN PAGE 169 9/27/17 8 Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Homework*: d = Chance PAGE 163 Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Homework at High School*: d = Design PAGE 163 FOUNDATIONS OF SUCCESS: What Works in Every Lesson, for Every Learner Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge. Teacher-Student RelaHonships: d = Design PAGES 13- 15 Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement. New York, NY: Routledge.

8 Teacher Clarity: d = Design PAGES 26- 27 9/27/17 9 CLARITY Teachers know what students need to learn Teachers communicate LEARNING intenOons to students Teachers and students understand success criteria LEARNING INTENTIONS AND SUCCESS CRITERIA Communicate LEARNING intenHons. Light the path with success criteria. Learners recognize their LEARNING . LEARNING intenOons are communicated by establishing purpose. Success criteria shine a light on the LEARNING path. 9/27/17 10 I Can Statements Use a single-point rubric to promote VISIBLE LEARNING . Areas that Need WorkSuccess CriteriaEvidence of Exceeding StandardsTopic introduced ideas grouped together to give some organization. Topic developed with multiple facts, definitions, words and phrases connect ideas within a category of information. Strong concluding statement or section.

9 GA Milestones 5th Grade Writing Rubric: Trait 1 Areas that Need WorkSuccess CriteriaEvidence of Exceeding StandardsSentences have clear and complete structure, with appropriate range and variety. Knowledge of writing language and conventions 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 9/27/17 11 Teaching Success Criteria Modeling: Here s what I Gordon Stobart students recognize their own LEARNING . Comparative Essays Self-Assessment students compare performance from two points in the year. Handout Source: HaGe, J. (2009). VISIBLE LEARNING : A Synthesis of Over 800 Meta-Analyses Rela<ng to Achievement.

10 New York, NY: Routledge. High Level of Challenge: d = Design PAGE 169 LEARNING TO MASTERY School is a place were young people go to watch older people work. 9/27/17 12 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 (Hattie, 2015) Nearly 4 years of growth for a year in school Meet with your 4:00 partner CHECK IN 9/27/17 13 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. PAGE 20 Transfer Deep Surface Acquisi/on and Early Consolida/on of Skill and Concept Development Surface We use SURFACE LEARNING to introduce skills and knowledge.