Growth mindset & Questioning

This year’s objectives To develop deep and probing questioning for teaching/memory that elicits students to think hard, supporting a culture of ‘growth mindset’ and questioning for assessment that informs teaching. To embed a culture of ‘growth mindset’ across our learning community in order to raise aspirations and expectations of what students can achieve.

Hub 4: Objectives Where are we at now – student voice results Formative Assessment - Hinge questions. Using quick Key App. Tweaking our questions – SoW development.

Analysis of our Student Voice Positives: Teachers are using ‘no hands up’ in lessons (84% of students agreed / strongly agreed) Teachers are asking students questions which challenge them to think hard (77% of students agreed / strongly agreed) Everyone gets the opportunity to answer questions (82% of students agreed/strongly agreed) Teachers prompt students to improve others’ answers (74% of students agreed / strongly agreed)   Focus areas: Giving more thinking time (only 14% of students stated that this happened when someone didn’t know the answer to a question) Encouraging students to refer to learning aids to help them when they ‘don’t know’ (only 4% of students said this happened in lessons)

Formative Assessment… should be centered around one BIG idea ‘Using evidence about achievement to adapt instruction to meet learner needs’

Why formative assessment? Taken from the presentation: ‘What are they really thinking? The closest you’ll get to mind reading in the classroom’ by Harry Fletcher-Wood www.improvingteaching.co.uk

Effects of formative assessment Long-cycle Span: across units, terms Length: four weeks to one year Impact: Student monitoring; curriculum alignment Medium-cycle Span: within and between teaching units Length: one to four weeks Impact: Improved, student-involved, assessment; teacher cognition about learning Short-cycle Span: within and between lessons Length: day-by-day: 24 to 48 hours minute-by-minute: 5 seconds to 2 hours Impact: more responsive classroom practice; increased student engagement www.dylanwiliam.net

Keeping learning on track (KLT) A pilot guides a plane or boat toward its destination by taking constant readings and making careful adjustments in response to wind, currents, weather, etc. A KLT teacher does the same: Plans a carefully chosen route ahead of time (in essence building the track) Takes readings along the way Changes course as conditions dictate www.dylanwiliam.net

There are lots of ways but we’re going to focus on… What are they really thinking? Hinge Questions

https://vimeo.com/104059936

Blogs you should read http://alwaysformative.blogspot.co.uk http://improvingteaching.co.uk

Hinge questions (Dylan William) A hinge question is based on the important concept in a lesson that is critical for students to understand before you move on in the lesson. The question should fall roughly midway during the lesson. Every student must respond to the question within two minutes. You must be able to collect and interpret the responses from all students in 30 seconds.

Characteristics of hinge-point questions (Dylan William) A multiple choice question. An immediate check of every student's understanding. Something which tells us: 1) Have they understood? 2) If not, what has been misunderstood (and needs re-teaching)? Relate to important learning outcomes necessary for progression in learning Can be used at any point in a learning sequence Beginning (range-finding) Middle (mid-course correction) End (e.g., “exit pass”) When used in “real-time” teacher must be able to collect and interpret the response of all students in 30 seconds Teacher can then respond accordingly

Multiple correct answers results in a low probability of correct guessing In which of these right-angled triangles is a2 + b2 = c2 ? A a c b C E B D F Harry Fletcher-Wood www.improvingteaching.co.uk

Build on key (mis-) conceptions… in math What can you say about the means of the following two data sets? Set 1: 10 12 13 15 Set 2: 10 12 13 15 0 The two sets have the same mean. The two sets have different means. It depends on whether you choose to count the zero. Q4-67-02 Key: B (Mis)conception – added a zero to data set does not impact the mean – A and C variations of each other www.dylanwiliam.net

…in Science… The ball sitting on the table is not moving. It is not moving because: no forces are pushing or pulling on the ball. gravity is pulling down, but the table is in the way. the table pushes up with the same force that gravity pulls down gravity is holding it onto the table. there is a force inside the ball keeping it from rolling off the table Wilson & Draney, 2004

… and History. Why are historians concerned with bias when analyzing sources? People can never be trusted to tell the truth People deliberately leave out important details People are only able to provide meaningful information if they experienced an event firsthand People interpret the same event in different ways, according to their experience People are unaware of the motivations for their actions People get confused about sequences of events www.dylanwiliam.net

Requirements for hinge-point questions For an item to support instructional decision-making, the key requirement is that in no case do incorrect and correct cognitive rules map on to the same response (Wylie & Wiliam, 2007) Correct Incorrect www.dylanwiliam.net

Incorrect and correct cognitive rules mapping to the same response Work out 22 a – 22 b – 1 c – 4 d – I’m unsure Belmont maths department example

An improved question: Work out 32 a – 32 b – 6 c – 9 d- I’m unsure Belmont maths department example

Incorrect and correct cognitive rules mapping to the same response Work out the area of this square: 16cm2 8cm2 4cm2 16cm 4cm Belmont maths department example

An improved question Work out the area of this square: 9cm2 6cm2 12cm2 Belmont maths department example

Important Points (Dylan William) 1) Student misconceptions live, grow & prosper Student learning requires a redrawing of mental maps 2) Hinge questions are hard work But they offer a powerful way to bring misconceptions out 3) It's not what you've got, it's what you do with it The best hinge question is useless without action

Designing MCQ to use as hinge questions

Quick Key App

Quick Key App

Quick Key App

In time for Hub 5 (23rd April) Prior to next hub (Thursday 23rd April): Design and then trial the use of hinge questions and keep a record/note of how these have impacted your teaching in particular lessons. This can be quite anecdotal as opposed to data heavy. For example 'I was teaching topic X and when I asked hinge question Y and only 8 out of 20 students knew the correct answer, so I went back to slide 5 and re taught this again using X method instead.' Alternatively, you could use the quick key app for visual analysis. For our next departmental meeting (Mon 13th April): Share the idea of hinge questions with your departments (and the exemplar hinge questions you have designed/used to be included in your SoL). Please check with your CTL as soon as possible that it will be okay to use some department meeting time for this and let me know if there are any problems.