Since learning is a result of thinking, we want to provide frequent opportunities for your learners to summarize their learning and think about how the new information changes thinking. Watch this 2-1/2 minute PD video to learn more about two great questions exit questions you can use in every lesson.
By Ashley Taplin
As I think about interventions, I am reminded of a quote by Mike Mattos in which he says, “the best intervention is prevention.” When interventions are embedded within daily formative assessments, students can see that learning is an ongoing process. Below are some strategies that can be used virtually or in-person, and give both students and teachers clear next steps for learning.
Impactful instruction is very intentional. From planning the learning targets to planning how students will practice and demonstrate learning, we work to provide clarity for our students. Success criteria brings everything into focus for the learner.
Dr. John Hattie defines success criteria as:
Success criteria are the standards by which the project or performance will be judged at the end to decide whether or not it has been successful. They are often brief, co-constructed with students, aim to remind students those aspects on which they need to focus, and can relate to the surface (content, ideas) and deep (relations, transfer) successes from the lesson(s).
The effect size of using success criteria is a .88-over 2 years of growth in one year!
By Ashley Taplin
According to Professor John Hattie’s Visible Learning research, Teacher Clarity is one of the top influences that can greatly impact student achievement (Visible Learning, John Hattie). Teacher clarity focuses on intentional learning targets and success criteria.
Written by Randi Anderson
Throughout the past year I've spent extensive time talking, collaborating, and brainstorming ideas all focused on classroom discussions circles. The research around discussion circles is astounding for student growth. In fact, classroom discussion has an effect size of .82 which translates to a TWO YEAR gain in student achievement. See Hattie's Effect size chart for reference.
Written by Ashley Taplin
Last week, I had the opportunity to attend a conference by Steve and Michelle Ventura focused on growing our teams through data, strategies, and teacher clarity. We dove into Visible Learning research, founded by John Hattie, which synthesized instructional influences and ranked their effect size on learning. Hattie found that .4 was the average effect size of a year’s growth and thus, the strategies that are identified as .4 or higher can have an even greater impact on student learning.
This month, as we dive into the consistency of school days, I have been thinking about ways we can develop and foster a growth mindset for students in math to gain confidence in their knowledge. I have been working with another department in our district to bring more SEL practices to the curriculum. We have been talking about how the foundation of this mindset is helping students become self-aware in their learning in order to take on challenges and new situations. Below are some strategies and ideas I have been reflecting upon to cultivate this.
Using the success criteria, teachers can closely monitor learning and provide timely feedback about each students' progress or lack there of. The goal is to watch for students to demonstrate the success criteria. If they aren't able to demonstrate the daily learning target, then we must think about what is keeping them from doing so and take action quickly. Is there a gap or misconception that needs to be addressed in order to move students forward?
There are two questions that kick off most professional learning community (PLC) meetings.
While learning targets of some type are found on the boards in most classrooms these days, success criteria is often not seen. The learning target alone will not be enough for many students to hit the target. Without knowing what hitting the target looks and sounds like, many students will fall short of the goal.