1. Leona Group Retreat Tammy Gee May 29, 2013
High Impact Teaching
Leona Group Retreat
Tammy Gee
May 29, 2013

2. Objectives Understand John Hattie’s guide to educational effect sizes
Obtain an overview of what works and what doesn’t in terms of six areas
Acquire specific practical high-impact strategies to implement
Write a MIH plan for your classroom/school

3. What are the effects? How do we rank them?
Each group has all of the effects for a particular area (Home, Student, Curricula, etc.)
In your group, sort the list from most effective to least effective
Be prepared to share with everyone

5. The typical influence on achievement
So what is the typical effect across:
800+ meta-analysis
50,000 studies, and
200+ million students

6. What exactly is visible learning?
Teaching is visible to student
Learning is visible to teacher
The more the student becomes the teacher and the teacher becomes the learner, the more successful the outcomes
Effective teaching is not drilling and trilling to the less than willing

7. High Impact Teaching Strategies
Providing formative evaluation
Feedback
Metacognitive strategies
Self-verbalization/ self-questioning

8. Key Questions for Learners (including students AND teachers)
Where am I going?
How am I going?
Where to next?

9. Learning Targets – Clarity Precedes Competence!
Learning Goals/Intentions
Success Criteria
Learning intentions/ learning goals/objectives stated from student perspective
I can write an essay analyzing literary elements in Macbeth.
Learning intentions/learning goals/objectives broken down into steps so students and teachers have common system for monitoring progress
I can read and understand Macbeth and record my thoughts in my reader’s notebook.
I can identify and analyze elements of drama and figurative language.
I can apply the writing process to initiate, revise, and publish a literary essay.
I can receive and provide meaningful peer feedback.

10. Post and use the learning goals and success criteria as a class to self-evaluate and monitor progress.
Focus on evidence of learning and make decisions about what to do next based on that information
Stop focusing on harvesting gradable items and use your time to identify what students know and can do, what supports they need now, and what the next steps are for those who demonstrate mastery and those who struggle
Remember that the top effect in Student Effects is self-reporting grades (1.44!), not teacher-reported grades
Build common formative assessments with colleagues and analyze student responses together
Formative Assessment
If you wait until the students have left the room to see if they understood the concept, you’ve waited far too long!

11. Grades are not effective feedback!
Feedback should be specific (think of precise praise from Teach Like a Champion), timely, and aligned to learning goals and success criteria (focused on the task at hand)
“Your solution to this problem is a good start because you followed the first two success criteria and identified and recorded the strategy you chose to solve it and you copied the problem correctly; however, you’re missing something. Do know what it is? Let’s look at the third success criteria together.”
Avoid judgmental feedback
“Good Job!”
“You’re so smart!”
Feedback
Grades are not effective feedback!

12. Metacognitive Strategies
Ask the students to think about their own thinking and learning and model the mental processes for them
What was the most impactful thing you did in setting up your experiment? Why?
What do you wish you had done differently? Why?
Describe your approach in solving this equation. Why did you select this approach? Would you do it the same way again? Why or why not?
Metacognitive Strategies

13. Self-Verbalization/ Self-Questioning
Self verbalization and self questioning can be both cognitive and metacognitive learning strategies
Self strategies are designed to put control into the hands of the learner to develop self regulated learners
The internal dialogue of a learner made verbal
Activating prior knowledge
Identifying purpose for learning
Monitoring own understanding
Self-Verbalization/ Self-Questioning

15. Call to Action What are your next steps?
What resources do you think you’ll need?
Do you have questions?

16. Thank You!

17. Useful Links
Visible Learning by John Hattie
Visible Learning for Teachers by John Hattie
Formative Assessment by Margaret Heritage
Total Participation Techniques by Persida & William Himmele
Teach Like a Champion Field Guide by Doug Lemov
Embedded Formative Assessment by Dylan William
Leaders of Learning by Richard DuFour and Robert Marzano