Developing a System-wide Approach to Support Students in Seeing Themselves As Their Own Teachers Michael McDowell, Ed.D. #vlconf201 4
VLStudent Slide Deck
Jun 15, 2015
The following workshop will be conducted at the VL Conference July 17th-18th. The workshop is designed to support stakeholders in addressing the following driving question: How do we develop an educational system that supports all students in seeing themselves as their own teachers?
Participants will:
- Understand the process by which governance members, administrators, teacher leaders, teachers, and students identified, created, and implemented a system-wide approach to addressing the four fundamental questions: Where is the learner going? Where is the learner now? What are the learner’s next steps?, and, In light of the evidence, what approaches and strategies appeared to efficiently and effectively enhanced the learning process?
- 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
- Relate the six signposts of the VL research to system-wide leadership efforts of TUHSD in developing a learning system infrastructure, including professional development, to enhance students’ clarity of the learning process.
- Explore actions (successes and challenges) that permeate across contexts to achieve the type of alignment and autonomy experienced by the leaders, teachers, and students of the presenting school district.
Participants will:
- Understand the process by which governance members, administrators, teacher leaders, teachers, and students identified, created, and implemented a system-wide approach to addressing the four fundamental questions: Where is the learner going? Where is the learner now? What are the learner’s next steps?, and, In light of the evidence, what approaches and strategies appeared to efficiently and effectively enhanced the learning process?
- 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
- Relate the six signposts of the VL research to system-wide leadership efforts of TUHSD in developing a learning system infrastructure, including professional development, to enhance students’ clarity of the learning process.
- Explore actions (successes and challenges) that permeate across contexts to achieve the type of alignment and autonomy experienced by the leaders, teachers, and students of the presenting school district.
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Developing a System-wide Approach to Support Students in Seeing
Themselves As Their Own Teachers
Michael McDowell, Ed.D.
#vlconf2014
How do we develop an educational system that supports all students in seeing themselves as their own teachers?
#vlconf2014
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.
Our Story
Learning System Infrastructure
Daily operation
#vlconf2014
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
#vlconf2014
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
#vlconf2014
• Developing a backbone
• Embracing Customization
• Developing a support system
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’s the story?
• Teachers are among the most powerful influences on learning
“Teachers don’t teach.” – They
Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning
• 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
#vlconf2014
- 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.
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?
Teaching [and learning] in the dark is a questionable practice” (Taba, 1966)
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
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
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
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
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%
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
Face the Brutal Facts
• 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.
Common OutcomesCustomized Instruction
Customized Assessment
Customized Collaborative Structures
Customized Intervention
Common Scales
Common Intervention Criteria
Common Culture and Work
#vlconf2014
Support Systems– Governance Purpose, Procedures,
Agreements– Aligning policy– Allocating resources– Developing a distributed leadership team– Codifying and Focusing Human Capacity
Efforts
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
Part II
How do we operationalize a learning system to substantially impact all learners?
#vlconf2014
- 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 we are going? (Program Goals)
Where we are?(Proficiency Scales) Where to next?
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.
#vlconf2014
- What are the teacher’s next steps?- In light of the evidence, what approaches
appear to efficiently and effectively enhance the learning process?
Learn more about Visible Learningplus at www.corwin.com/visiblelearning
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