Developing a System-wide Approach to Support Students in Seeing

Themselves As Their Own Teachers

Michael McDowell, Ed.D.

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Dialogue: https://todaysmeet.com/VLstudents

Pre-Assessment:

https://www.youtube.com/results?search_query=khan+academy+and+the+effectiveness+of+science&sm=1

Twitter: @mmcdowell13 ; #VLConf2014

Email: michaelmcdowell@icloud.com

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Know Need to Know

• “Take Away”

– Learners– Teachers– Leaders

How do we develop an educational system that supports all students in seeing themselves as their own teachers?

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First Theory of action– If all students have clarity regarding

outcomes, success criteria, knowledge of current performance, and voice and choice in the learning process, then students will substantially improve in their learning and take greater responsibility over their learning.

Second Theory of action

• If teachers provide clarity of learning outcomes, success criteria, knowledge of current performance, and voice and choice in the learning process, then students will substantially improve in their learning and take greater responsibility over their learning.

Expectations

Our Story

Our Story

Learning System Infrastructure

Daily operation

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Outcomes

• To understand a system-wide approach for enabling students to have:• Access to core learning outcomes, • Clarity of expectations, • Knowledge of performance levels, and• The opportunity to make decisions in the

learning process

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Outcomes

Understand the actions students have taken to see themselves as their own teachers in the classrooms.Understand the actions teachers have taken to see learning through the eyes of students

PART I

Creating a Learning System Infrastructure

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• Developing a backbone

• Embracing Customization

• Developing a support system

• “Its unbelievable how much you don’t know about the game you’ve been playing all your life”

- Mantle

• Teachers are among the most powerful influences on learning

Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning

“Teachers don’t teach.” – They

• Teachers need to be aware of what each and every student is thinking and knowing, to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels

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- Where is the learner going? - Where is the learner now? - What are the learner’s next steps?- In light of the evidence, what approaches

appear to efficiently and effectively enhance the learning process?

• Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical.

School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding.

Factor influence on achievement (Hattie, 2009)Birth weight (.54)Lack of Illness (.23)Diet (.12)Drug interventions (.33)Exercise (.28)Socioeconomic status (.57)Family structure (.17)Home environment (.57)Parental involvement (.51)

teacher student relationships (.72)P.D. (.62)teacher clarity (.75)microteaching (.88)feedback (.73)Goals (.56)Mastery Learning (.58)Providing formative evaluation (.90)Spaced vs. Massed Practice (.71)

Effect sizes from teaching or working conditionsQuality of Teaching (.77)Reciprocal Teaching  (.74)Teacher-Student relationships  (.72)Providing Feedback (.72)Meta-cognition strategies (.67)Direct Instruction (.59)Mastery Learning  (.57)

Ave  (.68)

Within class grouping  (.28)Adding more finances  (.23)Reducing class size     (.21)Ability grouping            (.11)Multi-grade/age            (.04)Open v. trad                 (. 01)summer vacation        (-.09)Retention                    (-.16)

Ave (.08)

Effect sizes for teacher as activator and teacher as facilitator

Reciprocal Teaching  (.74)Feedback                    (.72)Direct Instruction   (.59)Problem Solving teaching (.61)Mastery Learning   (.57)Goals-Challenging   (.56)

Average activator      (.63)

Simulations and gaming (.32)Inquiry-based teaching   (.31)Individualized instruction (.20)PBL                                (.15)Web-based learning       (.09)Whole language-reading (.06)

Average facilitator    (.17)

Effect sizes for teacher as activator and teacher as facilitator

Reciprocal Teaching  (.74)Feedback                    (.72)Direct Instruction   (.59)Problem Solving teaching (.61)Mastery Learning   (.57)Goals-Challenging   (.56)

Average activator      (.63)

Simulations and gaming (.32)Inquiry-based teaching   (.31)Individualized instruction (.20)PBL                                (.15)Web-based learning       (.09)Whole language-reading (.06)

Average facilitator    (.17)

What are the key difference between these methods?The key is the role of the teacher…We go back to the story

Variables that don’t have a substantial impact- THE POLITICS OF DISTRACTION

• Attributes of students have a low effect on student learning (gender, parental employment, adoption, personality, labeling of students) (less than .18)

• Deep Programs matching styles of learning, inquiry based methods, individualized instruction, distance education (less than .22)

• School and Class Structure Summer school, finance, class size, ability grouping, retention, multi-grade/age classes, changing school calendars (less that .10)

Research Guidance

Strategy EffectTeachers working together to evaluate their impact and

responding to that impact 0.93Teachers conduct pre-assessments, utilizing data to inform

instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we

going?, where are we now?, and what’s next?

0.77

Teachers using practices in the classroom that values errors and trust 0.72

Teachers receive feedback on their impact on student learning 0.72

Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71

Providing students with challenge and practice at the right level 0.60

Research Guidance

Strategy EffectTeachers working together to evaluate their impact and

responding to that impact 0.93Teachers conduct pre-assessments, utilizing data to inform

instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we

going?, where are we now?, and what’s next?

0.77

Teachers using practices in the classroom that values errors and trust 0.72

Teachers receive feedback on their impact on student learning 0.72

Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71

Providing students with challenge and practice at the right level 0.60

Progress

Proficiency

A culture & climate conducive to improving teaching and learning

What do we want all students to know and be able to do?

How do we know when students are learning?

What do we do based on such results?

How do we work together to review and respond to student learning?

What do we want all students to know and be able to do?

What do we do based on these results?

How do we work together to review and respond to student learning?

Common Outcomes

Common Scales

Common Intervention Criteria

Common Culture and Work

How do we know when students are learning?

Common OutcomesCustomized Instruction

Customized Assessment

Customized Collaborative Structures

Customized Intervention

Common Scales

Common Intervention Criteria

Common Culture and Work

What do we want all students to know and be able to do?

What do we do based on these results?

How do we work together to review and respond to student learning?

Common Outcomes

Common Scales

Common Intervention Criteria

Common Culture and Work

How do we know when students are learning?

Teaching [and learning] in the dark is a questionable practice” (Taba, 1966)

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- Where is the learner now?

Score Description

4 ExtensionApplying Understanding

3 RelationalMaking Meaning

2 Single/MultipleBuilding Knowledge

1 Direct Support

Proficiency

Not Yet Proficiency

Score Description

4 ExtensionApplying Understanding

3 RelationalMaking Meaning

2 Single/MultipleBuilding Knowledge

1 Direct Support

DEEP

SURFACE

A tale of two tools

Rubric 1.0 Rubric 2.0 (scale)Multi-dimensional Uni-dimensional

Context-rich Context-poor

Task oriented Learning orientedSubstantial criteria per

level minimal criteria per level

Progression levels dictated by rubric

purpose

Progression levels dictated by learning

taxonomy

Limits autonomy Enhances autonomy

Compliance orientation Performance orientation* This is typical , not always the case

Connections

Limited Growth (0.0-0.39)

Expected Growth (.40 +)

Not Yet Proficient (0.0-2.25)

Proficient (2.5-4.0)

Limited Growth (0.0-0.39) Expected Growth (.40 +)

Not Yet Proficient (0.0-2.25)

Make A Change!

• Review & Make Changes to Instructional Strategies

Keep it up!

• More Time • Same Instructional

Program• Celebrate Success

Proficient (2.5-4.0) Cruising

• Review & Make Changes to Instructional Strategies

Success

• Capture Instructional Strategies

• Celebrate Success• Continue Practices

Limited Growth (0.0-0.39) Expected Growth (.40 +)

Not Yet Proficient (0.0-2.5)

Make A Change!

• Review & Make Changes to Instructional Strategies

Keep it up!

• More Time • Same Instructional

Program• Celebrate Success

Proficient (2.5-4.0) Cruising

• Review & Make Changes to Instructional Strategies

Success

• Capture Instructional Strategies

• Celebrate Success• Continue Practices

Capture Success/Replicate

Change

Limited Gain (0.0-0.5) Expected Growth (.5 +)

Not Yet Proficient (0.0-2.25)

Make A Change!

• Review & Make Changes to Instructional Strategies

Keep it up!

• More Time • Same Instructional

Program• Celebrate Success

Proficient (2.5-4.0) Cruising

• Review & Make Changes to Instructional Strategies

Success

• Capture Instructional Strategies

• Celebrate Success• Continue Practices

What? So What? Now What?

Moving from Data Analysis to Response

Single/Multiple Ideas- What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What instructional approaches support students in applying the learning outcomes to other contexts

Next Steps- Teachers

Aligning “High Probability Strategies” from the Art and Science of Teaching to Progression Levels.

Outcome Questions Activities

Applying understanding What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?

Experimental-inquiry tasksProblem-solving tasks

Making meaning What do I typically do to organize students and deepen knowledge?

Venn diagramsComparison matrix

Building knowledge What do I typically do to identify critical information?

Identifying critical input experiences

Math Strategies

Below Average

• Counting all 22%• Counting on 72%• Known facts 6%• Derived facts/Number

Sense 0%

Above Average

• Counting all 0%• Counting on 9%• Known facts 30%• Derived facts/Number

Sense 61%

Common OutcomesCustomized Instruction

Customized Assessment

Customized Collaborative Structures

Customized Intervention

Common Scales

Common Intervention Criteria

Common Culture and Work

• Driver of customization is impact• Impact is identified through progress and

proficiency• Impact is discussed by all stakeholders• All stakeholders have degrees of voice

and choice in showing, celebrating, and improving upon their impact.

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Support Systems– Governance Purpose, Procedures,

Agreements– Aligning policy– Allocating resources– Developing a distributed leadership team– Codifying and Focusing Human Capacity

Efforts

Single/Multiple Ideas- What strategies am I using that will support me in building knowledge and skills (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What approaches appear to be working or I should attempt to connect and contrast ideas? How am I going as related to making generalizations and principles? Extending ideas- What approaches support me in applying the learning outcomes to other contexts?

Next Steps- Students

Part II

How do we operationalize a learning system to substantially impact all learners?

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- Where is the learner going? - Where is the learner now? - What are the learner’s next steps?- In light of the evidence, what approaches

appear to efficiently and effectively enhance the learning process?

Where are we?

What’s next?

Where are we going?

Where are we?

What’s next?

Where are we going?

How are we ensuring voice and choice?

What’s working? What needs improvement?

Scenario

Be honest with where I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress. 

 Be open to struggling…Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):

My annotations and thoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.

BUMPS IN THE ROAD

• Students are rarely involved in the assessment process

• Curriculum design rarely introduces questions, criteria, and tasks for students to solve that require a range of surface and deep level knowledge

• Student thinking is dramatically influenced by context (rubrics and project expectations)

• Voice and Choice in tasks and assessments are rarely accessible or limited in scope to students due, in large part, to clarity and language.

1. Create discipline centered questions for surface and deep level understanding

2. Identify a myriad of contexts that can be used to extend student learning across disciplines

3. Determine degree of autonomy related to context and tasks.

Goal- Student understands the relationship between historical events and artistic expression

Extended- Understand how art represents human behavior that stands the test of time.

Relational- Understands the relationship between the creation or expression of art and the events of the time.

Single/Multiple- Understand how compositional principles are identified in famous pieces of art

TUHSD

TUHSD

Goal- Student understands the relationship between historical events and artistic expression

Academic Question

Extended- Understand how art represents human behavior that stands the test of time.

Relational- Understands the relationship between the creation or expression of art and the events of the time.

Single/Multiple- Understand how compositional principles are identified in famous pieces of art

How does this painting relate to contemporary time?

How does this piece connect to the time of its creation? Or, What do you consider the author was saying through his painting?

Who created the following piece? What is the name of the piece? What are two compositional principles that the artist used in the piece?

• The student will initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively (SL. 11-12.1)

• The student will draw skillfully across various sources of influence to motivate and enable vital behaviors so that important personal, social, and organization goals are accomplished.

Unobtrusive Obtrusive Student Generated

Applying Understanding

Making Meaning

Building Knowledge

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- What are the teacher’s next steps?- In light of the evidence, what approaches

appear to efficiently and effectively enhance the learning process?

#vlconf2014

- What are the student’s next steps?- In light of the evidence, what approaches

appear to efficiently and effectively enhance the learning process?

Defining Features

Systemic Professional Learning Community Framework

Assessment for Learning

LearningCenteredCultureand Climate

IMPACT

Backwards Design

Differentiation

System-Wide PLC Framework

Curriculum Design

Assessment for Learning

Differentiation

Learning Centered Culture and Climate

Research Guidance

Strategy EffectTeachers working together to evaluate their impact and

responding to that impact 0.93Teachers conduct pre-assessments, utilizing data to inform

instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we

going?, where are we now?, and what’s next?

0.77

Teachers using practices in the classroom that values errors and trust 0.72

Teachers receive feedback on their impact on student learning 0.72

Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71

Providing students with challenge and practice at the right level 0.60

What do you need to know?

#vlconf2014

Dialogue: https://todaysmeet.com/VLstudents

Twitter: @mmcdowell13 ; #VLConf2014

Email: michaelmcdowell@icloud.com

Learn more about Visible Learningplus at www.corwin.com/visiblelearning