This short but informative article looks at what students need to become Assessment Capable Learners.
This document produced by Good Spirit School Division outlines the gradual release of responsibility model as it relates to math instruction.
This document from Australia looks at:
*Student achievement, engagement & well being
*Curriculum planning & assessment
*Excellence in teaching & learning
*Evidence based high impact teaching strategies
*Positive climate for learning
*Professional leadership
Examine the chart entitled "High Impact Approaches at Each Phase of Learning" in Visible Learning for Mathematics (Hattie).
Use this graphic organizer from Freeology to organize the strategies you would like to use in your classroom for Surface, Deep & Transfer Learning.
"Professor John Hattie and Raymond Smith will introduce mindframes that ensure that leaders at every level can select, implement, and evaluate high-impact interventions that result in systemwide success."
This is a great webinar for division leadership, school based administrators (principals) and triads (school leadership teams).
These high impact mindframes include:
*being an evaluator of my impact on teacher learning
*seeing assessment as informing impact and next steps
*collaborating about progress and impact
*being a change agent and believing all teachers can improve
*strive for challenge
*work with feedback - both giving it and ensuring it's understood by teachers, and also accepting and acting on it when given
*engaging in dialogue
*explicitly informing teachers what success looks like
*build relationships and trust; it's safe to make mistakes and learn from others
*focus on learning
The following resource contains all the materials and supporting documents used for our Math Professional Learning. This includes the actual PPT presentation as well as the supporting handouts and checklist.
"The Visible LearningTM research base is the culmination of his quest over the past 25 years to answer this question and represents more than 1,600 meta-analyses comprising more than 96,000 studies involving more than 300 million students around the world.
Through the Visible LearningTM research, John Hattie has identified more than 250 factors that influence student achievement. He then set about calculating a score or “effect size” for each, according to its bearing on student achievement. The average effect size of these 250 factors was 0.4, a marker that can be shown to represents an (average) year’s growth per year of schooling for a student. Any factor that has an effect size above 0.4 has an even greater positive effect on student learning.
Each of these factors have been categorized into one of nine domains
StudentFactors relating to background, beliefs, and physical influences
Home Factors relating to family resources, structure, and environment
School Factors related to school-type, pre-school, school composition, and leadership
Classroom Factors related to class composition, giftedness, and classroom influences
Teacher Factors relating to teacher attributes, teacher-student interactions, and teacher education
Curricula Factors related to various curricula programs
Student Learning Strategies Factors relating to self-regulation, student perspectives, and learning strategies
Teaching Strategies Factors relating to learning intentions, success criteria, feedback, and teaching strategies
Technology, School, and Out-Of-School StrategiesFactors relating to technology, school-wide methods, and out of school learning"