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Key Message: Confidence in learning has the single greatest impact on learning ever researched.
It's all about focusing on a few habits.
Why Confiden
ce?
Typical Effect on Achievement across….-250+ Million Students-800+ Meta-Analyses-50,000 studies
Typical Effect Size
.40
1.44
1.44 Focusing our efforts on those strategies and practices that yield the
greatest impact on student learning
What am I not
saying?
Finding the right approaches
More energy and effort
Assessment Capable Learning (Confidence)
Formative Assessment
Feedback
Professional Learning
Less energy and effort
Class size
Curriculum
Technology
Ok. What is
COnfidence?
Assessment
Capable Learners
Understanding how people (I, we, they) learn and how to
increase learning
examples of assessment capable learners
Using Data with learners
Providing clarity
Developing a language of learning
Where am I going? Where
am I Now? What's Next?
How do I Improve
learning for all?
What questions do assessment capable learners ask?
Building a growth Mindset
Understanding what makes a strong learner and using
that information in learning situations
Why was this successful? Why did
this fail? What strategies work(ed)
well? How do I engage when I'm stuck? What
are my next steps? How do I attribute success/failure?
Questions these learners have.
Creating a
Community of
LearnersUnderstanding that peer to
peer interactions are extremely powerful and using that knowledge to enhance
learning
How do I support others? How do they support me? How do we work together to enhance our
learning?
Questions these learners have.
OK, So How…?
Enable learners to answer the four questions.
4 C’sClarity (Where am I going?)Challenge (where am I? What’s Next?), Culture (How do I improve and support others?), and Conditions
Be crystal clear.
Clarity of learning- Knowing Success upfront
Learning Intentions & Success Criteria Prioritize standards
Separate context
Separate tasks
Identifying what levels of success looks like for kids.
● Learning Intention (1) I can tell others why plants and animals change their environment to survive
● Learning Intention (2) I can show others why plants and animals live in different environments
● Learning Intention (3) I can tell others how humans can improve the local environment in which they sometimes hurt.
Score Description
4 TransferApplying Understanding
3 DeepMaking Meaning
2 SurfaceBuilding Knowledge
1 Direct Support
Proficiency
Not Yet Proficiency
CONTEXT
Illuminate impact and intervene with challenge.
https://www.youtube.com/results?search_query=khan+academy+and+the+effectiveness+of+science&sm=1
CHALLENGE
●Surface Level- What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? (jigsaw)
●Deep Level- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? (non-linguistic representations)
●Transfer Level- What instructional approaches support students in applying the learning outcomes to project expectations? (providing Support for claims and finding errors)
Strategy Description
No hands up ● A norm/agreement is established in the classroom where students are not suppose to raise their hand if they know an answer to a question.
Playing Hoosier Basketball ● When teachers ask a question and receive a response from a student, the teacher “passes” the response to at least five other students before they respond.
Tune and Link ● Teachers ask students to create a T-chart a piece of paper and craft what is clear and muddy in relation to a learning intention. Students share their papers in groups of 3 and develop a master list. Teachers walk around “tuning” into (listening in on what is clear and confusing for students). Next the teacher has students rearrange...
White Boards ● Provide students with a small hand held white board to write down their questions, answers, or ideas. Students show their answers to each other and the teacher to identify understanding and determine next steps.
Letter Cards ● Students are provided with flip cards that designate options [1,2,3, and 4 or A,B,C and D] for selecting choices on questions posed by a teacher or a student. Students show their answer and then meet in groups to discuss their options and make changes in light of peer review and feedback.
Theoretical Framing ● Students are provided with a conceptual map or framework of the discipline and used as a graphic organizer.
Daily Review of Key Outcomes (Rubric Review)
● Students take time to review key success and task-based criteria to identify where they are in their learning, set short term goals, and take action to meet goals.
Strategy Description
Comments only assessment ● Teachers or students only provide feedback to others via comments and provide no metric level assessment that could be used to compare students to others. Comments are related to learning intentions and success criteria.
Give students work to move forward (strips)
● Teachers provide a group of students assessed work and a series of comments that are on separate strips of paper. The strips of paper are not designated to the assessed work requiring the students to match the feedback to the assessed work.
Two-thirds assessment ● Summative assessments are conducted two-thirds of the way through the project.
Culture of learning- Focus on Progress & Challenge
Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient (0.0-2.25)
Proficient (2.5-4.0)
Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient (0.0-2.25)
Make A Change!
• Review & Make Changes to Instructional Strategies
Keep it up!
• More Time • Same Instructional
Program• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes to Instructional Strategies
Success
• Capture Instructional Strategies
• Celebrate Success• Continue Practices
Limited Growth (0.0-0.39) Expected Growth (.40 +)
Not Yet Proficient (0.0-2.5)
Make A Change!
• Review & Make Changes to Instructional Strategies
Keep it up!
• More Time • Same Instructional
Program• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes to Instructional Strategies
Success
• Capture Instructional Strategies
• Celebrate Success• Continue Practices
Capture Success/Replicate
Change
Limited Gain (0.0-0.5) Expected Growth (.5 +)
Not Yet Proficient (0.0-2.25)
Make A Change!
• Review & Make Changes to Instructional Strategies
Keep it up!
• More Time • Same Instructional
Program• Celebrate Success
Proficient (2.5-4.0) Cruising
• Review & Make Changes to Instructional Strategies
Success
• Capture Instructional Strategies
• Celebrate Success• Continue Practices
Be honest with where I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress.
Be open to struggling…Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):
My annotations and thoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.
Learners should be able to answer the four essential questions at all times
Build and use a common language of learning
Develop a common understanding of impact
Engage Learners in the conversation
Strategy Description
Identify key strategies to meet outcomes
● Learners are tasked with reflecting on key learning strategies that they have used in the past and currently using to enable them to learn key knowledge and skills. Next, they identify the efficacy of those strategies by evaluating their progress and proficiency towards meeting specific outcomes. They share their reflections with peers and then make a decision on what strategy they will use to engage in new learning outcomes.
Goal Setting and Planning ● Learners review their performance level on pre-assessments towards and establish progress and proficiency goals. Next learners craft next steps to meet stated goals, share those goals with peers, and receive feedback on their goals and action steps to support their plan for meeting personal goals.
Critical Friends Process ● Learners sit in a circle and one learner shares their performance data. Other learners ask clarifying questions to ensure they understand the information. Next the presenter listens while the other learners share their thoughts on strengths, questions, and potential next steps.
Assessment Tracker Inspection
● Students monitor their own learning on google sheets by writing out their learning outcomes and marking progress on success criteria.
What can ADMINISTRATORS
AND TRUSTEES do to support
confidence in
learning?
Conditions- Enable a Tight/Loose system1. Develop a suggested list of priority learning intentions
and success criteria for all courses across the K-12 system
2.Create a common language of learning and understanding of progress and proficiency for intervention purposes.
3.Provide the time, space, and support for faculty to review data and improve practices that appear to have a substantial impact
4.Invest in teacher and teaching quality.
What can parents/s
upport providers
do to support
confidence in
learning?
Tools & StrategiesConversations with learners about learning
Modeling learning- peer effects are substantial
Supporting our school in learning- A narrative of learning
Making Thinking VisibleName and Notice Thinking
Develop a Growth Mindset
Challenge but Don’t Rescue
What Questions Did You Ask Today?
What feedback did you receive today? How do you use that feedback?
Focus on Learning Over the Work
Encourage Connections
Support Your Child in Arguing Effectively and Persuasively
Provide Time to Pursue Passions (Play, Passion, and Purpose)
Make Your Own Thinking Visible
What Makes You Say That?
Q&A
examples of assessment capable learners
Using Data with learners
Providing clarity
Developing a language of learning
