Michael Poncini: [email protected] Donna … · 2019. 8. 17. · Source 1: Hattie, J. 2012 Visible Learning for Teachers: Maximising Impact on Learning Scholarly Literature

Michael Poncini: [email protected] Donna McKenna: [email protected] Bernie Woulfe: [email protected] Col O’Brien: [email protected]

Ø Engaging staff in the Visible Learning research and mindsets

Ø Introducing staff to the Reading to Learn literature Ø Coaching and Mentoring process to support staff Ø Acknowledgment of the Australian Institute for

Teaching and School Leadership: Teaching Standards

Key features of the context surrounding the inquiry project

How visible is learning/teaching in our year 5/6/7 classrooms?

To use elements of ‘visible learning’ to improve the teaching/learning of writing persuasive and narrative text types as measured against the Australian English Standards for Years 5-7.

Source 1: Hattie, J. 2012 Visible Learning for Teachers: Maximising Impact on Learning

Scholarly Literature

Summary: •  Know thy impact! Expert teachers are not wedded to

specific teaching strategies – rather, they regularly focus on evaluating the effects they have on students, and adjust teaching methods accordingly.

•  When the teaching is visible the student knows what to do and how to do it

•  When the learning is visible the teacher knows if learning is occurring or not.

When teaching and learning are “visible” – that is, when it is clear what teachers are teaching and what students are learning, student achievement increases.

•  the learning goal is not only challenging but is explicit.

•  both the teacher and the student work together to attain the goal, provide feedback, and ascertain whether the student has attained the goal.

•  students become their own teachers (through self-monitoring, and self-assessment)

•  teachers become learners of their own teaching.

In successful classrooms, both the teaching and learning are visible.

So what does visible learning/teaching look like in the classroom?

Source 2: Culican, S.J. 2006 Learning to Read: Reading to Learn A Middle Years Literacy Intervention Research Project Final Report 2003 - 4 Summary:

LRRL has a number of distinctive features that make it highly suitable as a literacy intervention for students in the middle years of schooling.

These strategies include: •  Appropriate pedagogy for adolescent learners •  Effective in both mainstream and intervention

contexts •  Linked to mainstream curriculum and assessment

practices •  Flexible and adaptable to different models of

delivery

Lesson sequences and teacher-learner interactions are carefully planned to provide a high level of support for reading and writing texts of all kinds across the curriculum. The strategies provide underachieving students with maximum support as they develop the knowledge and language resources required to read and write texts independently.

Source 3: Coaching/Mentoring Process: SMARTS Staff PD with S Dunne BCE consultant

Summary:

What does S.M.A.R.T goal setting stand for? To make a goal S.M.A.R.T. it needs to conform to the following criteria: Specific, Measurable, Attainable, Relevant and Timely.

Source 4: Hattie, J. 2011 Visible Learning A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Summary:

EFFECT SIZE

Hattie says ‘effect sizes' are the best way of answering the question, ‘What has the greatest influence on student learning?‘

An effect-size of 1.0 is typically associated with: • advancing learners' achievement by one year, or improving the rate of learning by 50% • a correlation between some variable (eg amount of homework) and achievement of approximately .50  An effect size of 1.0 is clearly enormous! (It is defined as an increase of one standard deviation)

Summary: FEEDBACK

Hattie has made clear that ‘feedback' includes telling students what they have done well (positive reinforcement), and what they need to do to improve (corrective work, targets etc), but it also includes clarifying goals. This means that giving students assessment criteria for example would be included in ‘feedback'. High quality feedback is always given against explicit criteria, and so these would be included in ‘feedback' experiments.    

Criteria sheet

As well as feedback on the task Hattie believes that students can get feedback on the processes they have used to complete the task, and on their ability to self-regulate their own learning. All these have the capacity to increase achievement. Feedback on the ‘self' such as ‘well done you are good at this' is not helpful. The feedback must be informative rather than evaluative.

Background /guiding questions

2008-2011 NAPLAN EFFECT SIZE DATA

2012-2013 SCHOOL WIDE PEDAGOGY FRAMEWORK (Hattie, 2012)

VISIBLE LEARNING PEDAGOGIES

(MacMillan Professional Learning)

2014  -2015 LEARNING IMPROVEMENT PLAN

GENERIC ENGLISH UNIT

LITERACY PROJECT

Then we asked our kids the question ‘What makes a good learner at OLR?’

Where were our learners?

https://staffportal.bne.catholic.edu.au/owa/redir.aspx?C=pmqZzass0E6pvlY5GUWKakDyQcxvtdEInoMJnd6QtLpnX2bdy0Ymdah30JmJd8TP8mUY1BqYF-U.&URL=http%3a%2f%2fvimeopro.com%2fuser9778942%2folr-clip

Data analysis and presentation of findings

Feedback Survey

Future direction: •  Coaching – whole staff involvement •  Quality of feedback •  Develop meta language around VL •  Reflective dialogue

Reference list

Culican, S.J. 2006 Learning to Read: Reading to Learn. A Middle Years Literacy Intervention Research Project Final Report 2003 – 4 Hattie, J. 2011 Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Hattie, J. 2012 Visible Learning for Teachers: Maximising Impact on Learning