Barometer of Influence
Strategies to be avoided because they cause negative influences on learning.
Reverse Effects
We know that we have this skill.
Consciously Skilled
Clear lesson goals and success criteria!
Teacher Clarity (.75)
“Showing students near the beginning of a series of lessons what success at the end should look like is among the more powerful things we can do to enhance learning” (Pg.22; Fisher, Frey, & Hattie).
Success Criteria
Allows student to “see into the mind of someone who is an expert in what he or she does….The act of teacher modeling and thinking aloud allows students to see inside the mind of the teacher to discover how decisions are made.” (Fisher, Frey, Hattie, & Stern; pg.52).
Teacher Modeling
What is the hinge-point (average effect size) on the Barometer of Influence?
.40
We know that we don't have this skill.
Consciously Unskilled
“Students know which teachers can make a difference in their lives. Teacher credibility is a constellation of characteristics, including trust, competence, dynamism, and immediacy. Students evaluate each of these factors to determine if their teacher is credible, and if they are going to choose to learn from that teacher” (Fisher, Frey, & Hattie Pg.11)
Teacher Credibility (.90)
This is the belief that we can make our learning happen (not about self-esteem).
Self-Efficacy
“___________________ has a powerful impact on student learning, with an effect size of 0.75, placing it in the top 10 influences on achievement.” (Pg.32; Fisher, Frey, & Hattie)
Feedback
Skills that students gain over time through maturation and school attendance.
Developmental Effects
We don't know that we have this skill, but we don't focus on it because it's so easy.
Unconsciously Skilled
“Positive relationships are fostered and maintained when teachers set fair expectations, involve students in determining aspects of the classroom organization and management, and hold students accountable for the expectations in an equitable way. Importantly, relationships are not destroyed when problematic behaviors occur” (Pg. 13, Fisher, Frey, & Hattie).
Teacher-Student Relationships (.72)
What are the 3 general learning practices that should be considered in each and every learning situation?
1. Challenge
2. Self-Efficacy
3. Learning Intentions with Success Criteria
"Schools should be filled with _________________…classrooms should be filled with dialogue rather than monologues."
Student-to-Student Interactions
What is the highest influence according to its effect size on the Barometer of Influence?
Collective Teacher Efficacy (1.57)
We don't know that we don't have this skill, or that we need to learn it.
Unconsciously Unskilled
Teachers' belief about students' academic potential and the standards the teacher sets.
Teacher Expectations (.43)
What are the 3 learning intentions (questions) used with success criteria?
A. What am I learning today?
B. Why am I learning this?
C. How will I know that I learned it?
This is a quick cooperative-learning structure that works well for many different purposes. In this structure, individuals first think about a topic, issue, idea, problem, question and so forth, and then discuss personal thoughts with a partner.
Think-Pair-Share
FINAL JEOPARDY
List as many of the Mindframes for Visible Learning as you can in 3 minutes. Go!
($100 for each correct response)