Chapter One

I am an evaluator of my impact on student learning

01.

ABOUT THE CHAPTER

10 Mindframes for Visible Learning

Teaching for Success

Educational expertise is shown by how teachers think about what they do.

     The fundamentals this chapter focuses on are:

     the progress from proficiency to enhanced achievement.

     the evidence of the factors "providing formative evaluation" and "response      to intervention" and how individual feedback works

     what is meant by the notion "Teachers are to DIE for."

     where to start 

Note: This chapter addresses one of the most critical questions, "What is my impact and how do I make it visible?" 

01.

02.

03.

04.

01.

PROGRESS TO PROFICIENCY

No matter where the student starts, he or she deserves at least a year's growth for a year's input.

Staccato

Learning progression can differ depending on where each student starts.

Intuitive

Learning progression can be intuitive and worked through by teachers in the moment within the classroom.

Visible

Examples of impact being visible include artifacts of student work, privileging student voice about their learning. For more see page 3.

PROGRESS TO PROFICIENCY

Sources can include:

• Looking at effect sizes over time

• Examples of student work over a year

• Indexing to a year's curriculum claims

MOST IMPORTANT is critically understanding this growth involves conferring with other teachers. 

02.

EVIDENCE OF FACTORS:

FORMATIVE EVALUATION AND RESPONSE TO INTERVENTION

HOW INDIVIDUAL FEEDBACK WORKS

FORMATIVE EVALUATION

FEEDBACK

Providing formative evaluation

• Provides feedback from the learner to the teacher

  
  

• Focuses on the goals of the learning process

• Seeks to determine whether learners have reached these goals

• Can take the form of teacher-to-student or student-to-teacher

• Focuses on all aspects of teaching

d = 0,90

The secret to the success of a formative evaluation lies in these two distinctions [between formative evaluation and feedback]. 

RESPONSE TO INTERVENTION d = 1,07

Note: Three tiers differ in regard to group size, degree of individualization, and duration. 

Teachers need to demand continuous feedback on learning success between all the tiers and during all the interventions in order to provide the learners the best possible support.

03.

TEACHERS

ARE TO

FOR

Understanding what each student brings to the lesson, his or her motivations, and willingness to engage.

Having multiple interventions such that if one does not work with the student(s), the teacher changes to another intervention.

It also involves knowing the high probability interventions, knowing when to switch, and certainly not creating blame language about why the student is not learning.

Knowing the skills, having multiple methods, and collaboratively debating the magnitude of impact from the interventions.

DIE

Note: These three parts of maximizing impact may need a fourth - quality implementation. A great intervention poorly implemented is more a reflection of the implementation than the intervention.

Evidence in Action

Think about using assessment to:

#1 help to estimate progress

#2 reframe instruction

#3 better tailor learning

#4 consider reasons why some      students have progressed and      others have not

- John Hattie and Klaus Zierer

04.

WHERE TO START

Mean                             - Mean

CALCULATING

EFFECT SIZES

end of treatment                beginning of treatment

Standard Deviation

Effect sizes can be interpreted across tests, classes, times, and so forth.

Beware of small sample sizes.

Look for outliers. 

Note: For more information on calculating effect sizes, see page 8.

The vision of our unit is to support educational leaders through standards-based instructional practices within a multi-tiered system of supports to accelerate outcomes and ensure all students exceed what they think is their potential.

The mission of our unit is to increase capacity of instructional leaders through universal education practices grounded in research and evidence that result in high impact of student learning.

STUDENT SUPPORT

AND

ACADEMIC ACHIEVEMENT

UNIT

You can learn more about our work at Florida's Response to Intervention Project website . . .

@flpsrti