Source of Ideas

The Evidence Base

• Homework for elementary students was not as effective. Teachers set out to use Visible Learning with new innovative approaches to change the outcome for their students where the effect made an impact

"Barometer of Influences"
Hattie created a scale that would summarize the amount of data in order to analyze certain topics.

6 Signposts towards excellence in education

• Teachers are powerful influences
• Teacher need to be directive, influential, caring, and actively and passionately engaged in the learning process
• Teachers need to be aware of every student and their needs as well as know their content
• Teachers and students need to know the learning intentions, know how well they are attaining the criteria, and know where to go next
• Teachers need to move into multiple ideas to extend and relate the content to their students understanding
• School leaders and teacher need to create an atmosphere throughout their building where error is accepted and welcomed for new learning opportunities

Teachers: the major players in the education process

Visible Learning Checklist

• 1.All adults in this school recognize that:
• a. There is variation amoung teachers in their impat on student learning and achievement
• b. All (school leaders, teachers, parents, students) place high value on having major positive effects on all students, and
• c. All are vilgilant about building expertise to create postive effects on achievement for all students

The Visible Learning Checklist continued

• 2. This school has convincing evidence that all of its teachers are passionate and inspired
• This should be the major promotion attribute of this school

The Visible Checklist continued

• 3. This school has a professional development program that:
• a. enhances teachers' deeper understandings of their subjects
• b. supports learning through analyses of the teachers' classroom interactions with students
• c. helps teachers to know how to provide effective feedback
• d. attends to students' affective attributes
• e. develops the teacher's ability to influence students' surface and deep learning

The Visible Learning Checklist continued

• 4. This school's professional developent also aims to help teachers to seek pathways towards:
• a. solving instructional problems
• b. interpreting events in progress
• c. being sensitive to context
• d. monitoring learning
• e. testing hypotheses
• f. demonstrating respect for all in the school
• g. showing passion for teaching and learning
• h. helping students to understand complexity

The Visible Learning Checklist continued

• 5. Professionalism in this school is achieved by teachers and school leaders working collaboratively to achieve "visible learning inside"

"It is only those teachers who have the mind frame that students' perceptions are important who make the sustained efforts needed to engage students more in learning."
John Hattie

Marzano

Conducting direct instruction lessons

Distinct Types of Lessons

• Direct Instruction
• Practicing and Deepening
• Knowledge Application

Effective Direct Instruction

• Chunking Content
• determining students readiness for new content by using what students already know to determine how large the chunks should be for the lesson

EFFECTIVE DIRECT INSTRUCTION

• Processing Content
• The teacher is intentional with their structuring of the new content by students showing engagement in activities that help them analyze and process new information in ways that facilitate their understanding.

EFFECTIVE DIRECT INSTRUCTION

• Recording and Representing Content
• students create an internal represenation of the content learned for the focus of the lesson through opportunities to record and represent that content

"Implications for change regarding Direct Instruction lessons should be well-crafted and polished creations."
-Robert Marzano

Conducting practicing and deeepening lessons

Effective Practicing and Deepening Lessons

• Using Structured Practice Sessions
• all pocedural knowledge progresses through three stages: (1) cognitive: students learn about the skill, strategy, or process, (2) associative: students try out the strategy and determine which parts they ahve to alter or make the strategy efficient or effective to them, and (3) autonomous: students are fine tuning their ability to execture the procedure and developing fluence in its use
• When this is done effectively teachers will observe: students actively engaged in practice activities, students ask uestions about the procedure, students increase their competence with the procedure, students increase their confidence in their ability to execute the procedure, and students increase their fluency in executing the procedure

EFFECTIVE PRACTICING AND DEEPENING LESSONS

• Examining Similarities and Differences
• deepens student understanding of declaritive knowledge by examining how things are alike and not alike

EFFECTIVE PRACTICING AND DEEPENING LESSONS

• Examining Errors in Reasoning
• deepens students' understanding of content by having them examine their own reasoning or the overall logic of information presented to them -college and career readiness

"Implications for change regarding this practice and deepening lessons is that teachers must directly teach new sets of skills, other than academic content, directly to their students"
-Robert Marzano