2. What can we do at this early stage to help improve external
results ?
No one can come in and give you the book of strategies, the
worksheet or the PowerPoint to answer that question because
it’s different for each school, each class, each student.
They would be strategies to fix an undiagnosed problem.
This session will:
1. Facilitate a discussion and shared thoughts from the group
2. Outline the inquiry approach (Timperly’s model)
and how it can help you plan
3. Issues we might look into in our focusing inquiry.
What can we as teachers control when it comes to maximising
the effectiveness of teaching and learning :
In the classroom?
• Knowing the learners, student and whanau voice
• Feedback and assessment, Where am I going, how am I going,
where to next?
In our courses?
• Are all students affirmed? Able to contribute? Challenged?
Empowered? Do they have a sense of purpose?
(Carol Anne Tomlinson)
• Text selection: chosen for the learners or the teacher?
4. What works and what doesn’t
(According to Hattie)
Meta analyses
Meta analyses
Rank order by effect size out of
Rank order by effect size out of
138)
138)
Teacher clarity
Teacher clarity
8
Providing formative evaluation
Providing formative evaluation
3
Ability grouping
Ability grouping
128
Feedback
Feedback
10
Teacher student relationships
Teacher student relationships
11
Meta cognitive strategies
Meta cognitive strategies
12
Retention
Retention
136 (negative effect size)
5. Inquiry
Planner
Timperly (2011)
What knowledge and
skills do our students
need to meet
important goals?
What has been the
impact of our
changed actions on
outcomes we value
for our students?
What knowledge and
skills do we as
professionals need to
meet the needs of our
students?
Deepen professional
knowledge and re ine
professional skills.
Engage students in
new learning
experiences
6. Inquiry
Planner
Overlay
Timperly (2011)
·
·
·
·
How effective has what
we have learned and
done been in promoting
our students’ learning?
What should we keep
going and what should
we stop?
What should we change
and refine?
What new challenges
have become evident?
·
·
·
·
·
Specific curriculum goal?
What do they already know?
What sources of evidence have we used and
how adequate are they?
What do they need to learn and do?
How do we build on what they know?
·
What knowledge and
skills do our students
need to meet
important goals?
·
What knowledge and
skills do we as
professionals need to
meet theneeds of our
students?
How have we contributed
to existing outcomes?
In what areas and with
whom are me most
effective?
In what areas and with
whom are we less
effective and why?
What do we already
know that we can use to
promote better
outcomes?
What do we need to learn
and do to promote better
outcomes?
What sources of
evidence/knowledge can
we use?
·
·
What has been the
impact of our
changed actions on
outcomes we value
for our students?
Deepen professional
knowledge and re ine
professional skills.
·
·
Engage students in
new learning
experiences
9. Further reading
Hattie, John: Visible Learning
Tomlinson, Carol Ann: Fulfilling the promise of the Differentiated
Classroom.
Timperley, Helen: Realizing the power of Professional Learning
Notas do Editor
In the process we’ll contribute to a Google doc that can become an ongoing shared resource as you work through the year. So let’s think about what we can control in terms of the learning these students do that is assessed by the external standards. (queue for next slide)
Switch to Google doc. Brainstorm under each heading, things we can control as teachers. I can add from the list I’ve thought of.
Many of us try to start by going straight to the fourth part of the cycle, engage students in new learning experiences…Need to begin by clearly defining the specific curriculum goal, using evidence.
You have this overlay to help guide you as you fill in the plan. Let’s look at each step in the cycle in more depth.
We know that our aim is to improve results, but what is the specific curriculum goal? What does the data show us? What data to we need to help us drill down? “The 5 whys”