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
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.
What Can We Do When We Are Not Making an Impact?
What Do We Do if Students Are Not Learning?
"In this short video, Douglas Fisher co-author of Visible Learning for Literacy and Visible Learning for Mathematics talks about the importance of knowing what students currently understand, determining learning goals, having multiple assessments in place, and using those assessments to guide instruction through all phases of learning—surface, deep, and transfer. "
This is an excellent video that looks at the importance of following an Assessment Process to ensure you are teaching your students where they are now, to get them where you'd like them to be.
The importance of pre-testing and formative assessment in the role of re-teaching is explored.
Students get instruction and re-teaching on a needs based model to take them from where they currently are in their learning to surface, deep and transfer levels of 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"