Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Effective Teaching/Learning Practices An Overview This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

Professional Development to Practice

Overview and Purpose of Effective/ Learning Practices Overview and Purpose of EP Effective Teaching/ Learning Practices (EP) Spaced versus Massed Feedback Assessment Capable Learners Reciprocal Teaching

Professional Development to Practice Notes to Presenter  There is one handout that accompanies this overview - “Final Revised Guided Notes with definitions and pre/post Effective Teaching Learning Practices Overview ”. This handout is used with # 5, 7, 9-13, 17-22, 24-28, 30-35, 37-41, 46, 47, 52, 53, 55  This icon on a slide indicates there is information for the Guided Notes.  The “Answer Key Guided Notes and pre/post Effective Teaching Learning Practices Overview ” provides the answer keys for the Guided Notes and the Pre/Post Assessment.  There are placeholder slides for you to insert introductions and norms with the content/format of your choosing.

Professional Development to Practice Introductions  This slide is a place holder for the presenter to insert how to introduce himself/herself and to find out who the audience members are. This can also serve as a time for table-mates or shoulder-mates to introduce themselves if they don’t already know each other.

Professional Development to Practice Norms Be Respectful  Be an active listener—open to new ideas  Use notes for side bar conversations Be Responsible  Be on time for sessions  Silence cell phones—reply appropriately Be a Problem Solver  Ask questions as needed to clarify concepts or directions

Professional Development to Practice Pre-Assessment  Turn to pages 5 and 6 of your handout and complete the pre-assessment. Handout: FINAL Revised Guided Notes with definitions and pre/post Effective Teaching/Learning Practices Overview *

Professional Development to Practice Today’s Outcomes  By the end of the Effective Teaching/Learning Practices Overview, you will be able to:  Define an effective teaching/learning practice and rationale for utilizing effective practices.  Describe four Effective Teaching/Learning Practices and benefits of each.  Understand that each practice aligns with the Missouri Teacher Standards.  Explain how the Effective Teaching/Learning Practices will be implemented at the building, data team, and classroom levels.  Plan key steps to avoid implementation and fidelity drift.

Professional Development to Practice Guided Notes  Guided notes are provided to assist with your note taking throughout this presentation.  This icon in the upper right corner of a slide is a prompt that there is information for your guided notes Handout: FINAL Revised Guided Notes with definitions and pre/post Effective Teaching/Learning Practices Overview *

Professional Development to Practice Today’s Outcomes  By the end of the Effective Teaching/Learning Practices Overview, you will be able to:  Define an effective teaching/learning practice and rationale for utilizing effective practices.  Describe the four Effective Teaching/Learning Practices and benefits of each.  Understand that each practice aligns with the Missouri Teacher Standards.  Explain how the effective practices will be implemented at the building, data team, and classroom levels.  Plan key steps to avoid implementation and fidelity drift.

Professional Development to Practice Definition of Effective Teaching/Learning Practices Effective Teaching/Learning Practices at the classroom level are evidence-based effective methods that are not content related and when implemented with fidelity and informed through data can produce positive, sustained results for every student.

Professional Development to Practice Why Use Effective Teaching/ Learning Practices? Research shows that the ways in which teachers promote ways of thinking through teaching practices can enhance students’ information processing, motivation for learning, and cognitive development. Ames & Archer (1988)

Professional Development to Practice Why Use Effective Teaching/ Learning Practices? “Helping teachers create an instructional environment that effectively assists students to master their learning and do problem solving is important for early school successes and provides a basis for expanded school demands” (p. 528). For teachers and educators, creating an academic environment based on learning practices is crucial to students’ learning. Mercer & Mercer (1998)

Professional Development to Practice Why Use Effective Teaching/Learning Practices? “To make teaching and learning visible requires an accomplished ‘teacher as evaluator and activator’, who knows a range of learning strategies to build the students’ surface knowledge, deep knowledge and understanding, and conceptual understanding” (p. 18) Hattie (2012)

Professional Development to Practice In Your Own Words A colleague stops you in the hallway tomorrow morning and asks you what you learned today. You have one minute before going to bus duty.  In your own words, develop a definition of an effective teaching/learning practice and rationale for using effective practices that you can share in less than a minute.  Share your definition and rationale with a partner.

Professional Development to Practice Today’s Outcomes  By the end of the Effective Teaching/Learning Practices Overview, you will be able to: Define an effective teaching/learning practice and rationale for utilizing effective practices.  Describe the four Effective Teaching/Learning Practices and benefits of each.  Understand that each practice aligns with the Missouri Teacher Standards.  Explain how the effective practices will be implemented at the building, data team, and classroom levels.  Plan key steps to avoid implementation and fidelity drift.

Professional Development to Practice Which Four Effective Teaching/Learning Practices? The four Effective Teaching/Learning Practices for which we have materials and supports are highlighted. Assessment-Capable Learners (Self-Reported Grades) Reciprocal Teaching Feedback Spaced vs. Massed Practice

Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Assessment-Capable Learners (Self-Reported Grades) Definition Benefits Hattie Barometer Alignment to Missouri Teacher Standards

Professional Development to Practice Assessment-Capable Learners (Self-Reported Grades) Definition Assessment-Capable Learners (Self-Reported Grades) is an effective teaching/learning practice and is defined as students regulating and facilitating their own learning by accurately and appropriately answering the following questions: 1) Where am I going?; 2) Where am I now?; 3) How do I close the gap?. Adapted from S. Brookhart, (2012); J. Chappuis (2009); J. Hattie (2012), and J. Atkin, P. Black, &J. Coffey, (2001).

Professional Development to Practice Assessment-Capable Learners (Self-Reported Grades) Definition (cont.) Students have a clear understanding of the learning target; know where they are relative to mastery of the target based on descriptive feedback; set and monitor their own achievement goals; and know how they can revise or refine their performance to achieve that target. Adapted from S. Brookhart, (2012); J. Chappuis (2009); J. Hattie (2012), and J. Atkin, P. Black, &J. Coffey, (2001).

Professional Development to Practice Assessment-Capable Learners (Self-Reported Grades) Benefits A very efficient way to estimate students' knowledge gain is simply to ask students to rate how much they have learned in a given lesson or a set of lessons..... Student self-reports on their learning is an easy and apparently legitimate way to obtain information in the course of walkthroughs or instructional rounds regarding student achievement within the context of a specific lesson or set of lessons.” Marzano, R. J. (2009)

Professional Development to Practice Assessment-Capable Learners (Self-Reported Grades) 6 meta-analyses, 209 studies, Rank 1 st Hattie, J. (2009). Visible Learning. New York: Routledge Hattie, J. (2012). Visible Learning for Teaachers. New York: Routledge (Self-Reported Grades) (1.44 effect size)

Professional Development to Practice Assessment-Capable Learners (Self-Reported Grades) and Missouri Teacher Standards Assessment-Capable Learners (Self-Reported Grades) aligns with the following Missouri Teacher Standards: Standard 2, Quality Indicator 2 Standard 6, Quality Indicator 4 Standard 7, Quality Indicators 2 & 3

Professional Development to Practice Assessment-Capable Learners (Self-Reported Grades) and Missouri Teacher Standards Standard 2: Student Learning, Growth and Development 2.2: Student Goals Standard 6: Effective Communication 6.4: Technology and media communication tools Standard 7: Student Assessment and Data Analysis 7.2: Assessment data to improve learning 7.3: Student-led assessment strategies

Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Reciprocal Teaching Definition Benefits Hattie Barometer Alignment to Missouri Teacher Standards

Professional Development to Practice Reciprocal Teaching Definition Reciprocal Teaching is an effective teaching/learning practice and is defined as students summarizing, questioning, clarifying, and predicting; they take turns being the teacher.

Professional Development to Practice Reciprocal Teaching Benefit “Reciprocal teaching (RT) is an instructional procedure developed by Palincsar and Brown (1984) to improve students’ text comprehension skills through scaffolded instruction of four comprehension-fostering and comprehension-monitoring strategies (Palincsar & Brown, 1984; Palincsar, David, & Brown, 1989; Rosenshine & Meister, 1994), that is, (a) generating one’s own questions, (b) summarizing parts of the text, (c) clarifying word meanings and confusing text passages, and (d) predicting what might come next in the text.” Spörer, N., Brunstein, J. C., & Kieschke, U. (2009)

Professional Development to Practice Reciprocal Teaching 2 meta-analyses, 38 studies, Rank 9th.74 effect size

Professional Development to Practice Reciprocal Teaching and Missouri Teacher Standards Reciprocal Teaching aligns with the following Missouri Teacher Standards: Standard 1, Quality Indicators 1 & 4 Standard 4, Quality Indicator 3 Standard 6, Quality Indicators 3 & 4 Standard 7, Quality Indicator 3

Professional Development to Practice Reciprocal Teaching and Missouri Teacher Standards Standard 1: Content knowledge aligned with appropriate instruction. 1.1: Content knowledge and academic language 1.4: Interdisciplinary instruction Standard 4: Teaching for Critical Thinking 4.3: Cooperative, small group and independent learning Standard 6: Effective Communication 6.3: Learner expression in speaking, writing and other media 6.4: Technology and media communication tools Standard 7: Student Assessment and Data Analysis 7.3 Student-led assessment strategies

Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Feedback Definition Benefits Hattie Barometer Alignment to Missouri Teacher Standards

Professional Development to Practice Feedback Definition Feedback is an effective teaching/learning practice and is defined as an integral aspect of instruction and learning utilizing information provided by an agent (e.g. teacher, peer, book, parent, self/experience, computer) regarding aspects of one’s performance or understanding. The main purpose of feedback is to reduce discrepancies between current understanding or performance and some desired level of performance or goal.

Professional Development to Practice  Feedback includes feedback to students as well as FROM students in terms of what students know, what they understand, and when they have misconceptions.  Feedback is essential to Visible Learning which, according to Hattie, occurs “When teachers SEE learning through the eyes of the student AND when students SEE themselves as their own teachers.” visiblelearningplus.com

Professional Development to Practice Feedback Benefit “... the main purpose of feedback to be to reduce discrepancies between current understanding or performance and some desired level of performance or goal.” Voerman, L., Meijer, P. C., Korthagen, F. A., & Simons, R. J. (2012)

Professional Development to Practice Feedback 23 meta-analyses, 1287 studies, Rank 10th.73 effect size

Professional Development to Practice Feedback and Missouri Teacher Standards Feedback aligns with the following Missouri Teacher Standards: Standard 1, Quality Indicator 2 Standard 2, Quality Indicators 2 & 5 Standard 6, Quality Indicators 2 & 4 Standard 7, Quality Indicators 1, 2, 3, 4, & 5

Professional Development to Practice Feedback and Missouri Teacher Standards Standard 1: Content knowledge aligned with appropriate instruction. 1.2: Student engagement in subject matter Standard 2: Student Learning, Growth and Development 2.2: Student goals 2.5: Prior experiences, learning styles, multiple intelligences, strengths and needs Standard 6: Effective Communication 6.2: Sensitivity to culture, gender, intellectual and physical differences 6.4: Technology and media communication tools Standard 7: Student Assessment and Data Analysis 7.1: Effective use of assessments 7.2: Assessment data to improve learning 7.3: Student-led assessment strategies 7.4: Effect of instruction on individual/class learning 7.5: Communication of student progress and maintaining records

Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Spaced vs. Massed Practice Definition Description/Rationale Hattie Barometer Alignment to Missouri Teacher Standards

Professional Development to Practice Spaced vs. Massed Practice Definition Spaced vs. Massed Practice is an effective teaching/learning practice and is defined as spaced practice being those conditions in which individuals are given rest intervals within the practice session and massed practice being those conditions in which individuals practice a task continuously without rest. Adapted from J. Donovan & D. Radosevich (1999).

Professional Development to Practice Spaced vs. Massed Practice Benefit “Repetition of information improves learning and memory. No surprise there. However, how information is repeated determines the amount of improvement. If information is repeated back to back (massed or blocked presentation), it is often learned quickly but not very securely (i.e., the knowledge fades fast). If information is repeated in a distributed fashion or spaced over time, it is learned more slowly but is retained for much longer. Roediger III, H. L., & Pyc, M. A. (2012)

Professional Development to Practice Spaced vs. Massed Practice 2 meta-analyses, 63 studies, Rank 12th.71 effect size

Professional Development to Practice Spaced vs. Massed Practice and Missouri Teacher Standards Spaced vs. Massed Practice aligns with the following Missouri Teacher Standards: Standard 1, Quality Indicator 2 Standard 2, Quality Indicator 3 Standard 6, Quality Indicator 4

Professional Development to Practice Spaced vs. Massed Practice and Missouri Teacher Standards Standard 1: Content knowledge aligned with appropriate instruction. 1.2: Student engagement in subject matter Standard 2: Student Learning, Growth and Development 2.3: Theory of learning Standard 6: Effective Communication 6.4: Technology and media communication tools

Professional Development to Practice Which Practice? This practice has an effect size of 0.71 and refers to how a teacher schedules practice of new learning for maximum retention. In this practice, student comprehension is increased through summarizing, questioning, clarifying, and predicting. The students take turns being the teacher. This practice is literally “off the scale” with effect size; students regulate and facilitate their own learning. This practice helps students understand their current performance in relationship to a desired level of performance.

Professional Development to Practice Today’s Outcomes  By the end of the Effective Teaching/Learning Practice Overview, you will be able to: Define an effective teaching/learning practice and rationale for utilizing effective practices. Describe the four Effective Teaching/Learning Practices and benefits of each. Understand that each practice aligns with the Missouri Teacher Standards.  Explain how the effective practices will be implemented at the building, data team, and classroom levels.  Plan key steps to avoid implementation and fidelity drift.

Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Effective Teaching/Learning Practice Building, Data Team, and Classroom Implementation

Professional Development to Practice “The teacher must know when learning is correct or incorrect; learn when to experiment and learn from the experience; learn to monitor, seek and give feedback; and know to try alternative learning strategies when others do not work” (p. 25). Hattie (2009)

Professional Development to Practice Each Grade Level Team or Teacher Will:  Identify a content area of English Language Arts or Mathematics to focus their attention and to report progress.  Select one or two Effective Teaching/Learning Practice(s) for the year that all teachers will agree to start using.

Professional Development to Practice The Teacher Will: Select the appropriate teaching/learning practice that meets the instructional needs of all students in his/her classroom based on data. Demonstrate proficiency (knowledge and skills) to implement the selected teaching/learning practice. Implement the selected teaching/learning practice with fidelity. Monitor learning and make changes to the teaching/learning practice as needed.

Professional Development to Practice Teacher/Classroom Level  What data will teachers use to select the instructional practice for their classrooms?  How will you know:  that teachers have proficiency in the instructional practice?  that the instructional practice is implemented with fidelity?  that appropriate changes are made based on data?

Professional Development to Practice Today’s Outcomes  By the end of the Effective Teaching/Learning Practices Overview, you will be able to: Define an effective teaching/learning practice and rationale for utilizing effective practices. Describe the four Effective Teaching/Learning Practices and benefits of each. Understand that each practice aligns with the Missouri Teacher Standards. Explain how the effective practices will be implemented at the building, data team, and classroom levels.  Plan key steps to avoid implementation and fidelity drift.

Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Professional Development to Practice Effective Teaching/Learning Practices Avoiding Implementation and Fidelity Drift

Professional Development to Practice Only when effective practices are fully implemented should we expect positive outcomes. Implementation matters. Blase & Fixsen, 2005, p. 10

Professional Development to Practice Steps to Ensuring Fidelity of Implementation  Consider possible implementation difficulties and be ready to address them.  Provide comprehensive training and support materials for staff with opportunities for practice and corrective feedback included in the training plan.  Develop “calibration checks” for teachers to use to monitor their own implementation (Gunn, n.d., online). Adapted from “Monitoring Fidelity of Implementation, Center on Innovation and Improvement,” n.d.

Professional Development to Practice Steps to Ensuring Fidelity of Implementation (continued)  Include principals in training with emphasis on what the program looks like in practice so they can provide effective and ongoing monitoring and feedback.  Develop a plan for monitoring implementation that includes data collection, observation of the program as implemented, analysis of the data, and planning for ways to address off-target implementation or “poor-fidelity drift.”  Use the fidelity data to identify possible reasons for programs not performing as expected. Adapted from “Monitoring Fidelity of Implementation, Center on Innovation and Improvement,” n.d.

Professional Development to Practice Reflect  Think of a recent practice or program that your school has implemented.  Which steps to ensure fidelity of implementation were followed?  Was the practice or program implemented with fidelity? How do you know?  Based upon this experience, what would you recommend your school do/not do to ensure implementation fidelity of the Effective Teaching/Learning Practice?

Professional Development to Practice Post Assessment  Turn to pages 5 and 6 of your handout and review your answers on the pre-assessment. As a result of this overview, are there any answers you need to change? Handout: FINAL Revised Guided Notes with definitions and prepost Effective Teaching Learning Practices Overview *

Professional Development to Practice Practice Profile

Professional Development to Practice Next Steps: Action=Results What steps will you take to start implementing?

Professional Development to Practice References Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology. 80(3), Retrieved from Blase, K. A., & Fixsen, D. L. (2005, Summer). The National Implementation Research Network: Improving the science and practice of implementation. CYF News, pp Donovan, J.J., & Radosevich, D.J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84 (5), Gunn, B. (n.d.). Fidelity of implementation: Developing structures for improving the implementation of core, supplemental, and intervention programs. Retrieved from org/resourcecenter/readingprograms.attachment/300169/Program_Implementation_Fidelity- Developing_Structures.ppt+ fidelity+of+implementation:+developing+structures+for+improving+the+implementation+of+core,+supplemental,+and+in tervention+programs&cd=1&hl=en&ct=clnk&gl=us Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge. retrieved Feb. 5, Marzano, R. J. (2009). Setting the record straight on “high-yield” strategies. Phi Delta Kappan, 91(1), Mercer, C.D., & Mercer, A.R. (1998). Teaching Students with Learning Problems. 5 th edition. Upper Saddle Valley, NJ: Prentice Hall, Inc. Monitoring Fidelity of Implementation - Center on Innovation and Improvement, (n.d.). Retrieved from Partnership for 21st Century Skills 1 MASSACHUSETTS AVENUE NW, SUITE 700 WASHINGTON, DC (202) Roediger III, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), Voerman, L., Meijer, P. C., Korthagen, F. A., & Simons, R. J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and Teacher Education