Putting Faces on the Data

What data sets are most helpful to you in humanising the Faces in your class, school and system?
How does knowing the data have an impact on what students learn?
How do you ensure that each Face counts and is accounted for?
How do teachers know what data sets look like for the whole school and system – beyond their class and school? In other words, do they get to see the big picture,too?

Key points:
1. Begin by knowing the learners
2. Co-plan using student diagnostic data
3. Make learning goals (from curriculum expectations) and success criteria visible
4. Use continuous informal assessment during teaching
5. Deliver ongoing formative assessment and reflect on mid course corrections through formal assessment
6. Provide students with oral and written descriptive feedback
7. Create opportunities for peer- and self- assessments
8. Ensure that summarise assessment informs next steps for students and parents
9. Use the data wall process to see the big picture and the detail – the Faces – so that teachers self-assess and reflect on their teaching
10. Share learning with whole-school collaborative marking of student work.

How am I impacting the learning for all students and teachers?
How do I know?
Do I start with knowledge of the learners?
How do I select what is to be taught?
How do I make the learning goal easily understood to all students?
Do teachers do-construct success criteria with the students?
Are all students and teachers improving?
If not, why not?
Do I give descriptive feedback that is factual and objective and outlines how to improve?
Where can I go for help?

Do students
Set their own individual goals and monitor progress toward achieving them?
Seek clarification or assistance when needed?
Assess and reflect critically on their own strengths, needs, and interests?
Identify learning opportunities, choices, and strategies to meet personal needs and achieve goals?
Persevere and make an effort when responding to challenges?
– Ontario Ministry of Education 2010

5 Key Questions for Students
What are you learning?
How are you doing?
How do you know?
How can you improve?
Where do you go for help?

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Performance Verbs related to 6 Facets of Understanding

Explanation Interpretation Application Perspective Empathy Self- Knowledge
demonstrate create analogies adapt analyse be like be aware of
derive critique build argue be open to realise
describe document create compare believe recognise
design evaluate debug contrast consider reflect
exhibit illustrate decide criticise imagine self-assess
express judge design infer relate
induce make meaning of exhibit role-play
instruct make sense of invent
justify provide metaphors perform
model read between the lines produce
predict represent propose
prove tell a story of solve
show translate test
synthesise use
teach

 

Action Verbs for Acquisition, Meaning, Transfer

Goal Types Action Verbs
Acquisition

apprehend

calculate

define

discern

identify

memorise

notice

paraphrase

plug in

recall

select

state

Meaning

analyse

compare

contrast

critique

defend

evaluate

explain

generalise

interpret

justify/support

prove

summarise

synthesise

test

translate

verify

Transfer

adapt (based on feedback)

adjust (based on results)

apply

create

design

innovate

perform effectively

self-assess

solve

troubleshoot

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Teaching Chinese Students – Some considerations

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Putting Faces on the Data – Sharratt, Fullan

The 14 Parameters

  1. Shared beliefs and Understandings
    1. Each student can achieve high standards, given the right time and the right support.
    2. Each teacher can teach to high standards, given the right assistance.
    3. High expectations and early and ongoing intervention are essential.
    4. Teachers and administrators need to be able to articulate what they do and why they teach the way they do.
  2. Embedded Literacy/ Instructional Coaches
  3. Daily, Sustained Focus on Literacy Instruction
  4. Principal Leadership
  5. Early and Ongoing Intervention
  6. Case Management Approach: a) Data Walls, b) Case by Case Meetings
  7. Professional Learning at School Staff Meetings
  8. In-school Grade/ Subject Meetings
  9. Centralised Resources
  10. Commitment of District and School Budgets for Literacy Learning and Resources
  11. Action Research/ Collaborative Inquiry
  12. Parental and Community Involvement
  13. Cross-Curricular Connections
  14. Shared Responsibility and Accountablility
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Calculating Effect Size

Calculating an effect size from Cognition Education on Vimeo.

https://ollieorange2.wordpress.com/2014/09/24/half-of-the-statistics-in-visible-learning-are-wrong-part-2/

Who is correct?

Is the educational community really not checking researchers?

Would the educational community really put someone in charge of the Australian Institute of Teaching and School Leadership who has made strong recommendations that now seem to be questioned?

We are being told that we need to use researched based practices. Which research can we trust?

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Understanding by Design – Questioning

Ask one or more of the following questions about a topic or content standard:

Why study…? So what?
What makes the study of…”universal”?
If the unit on …is a story, what’s the “moral of the story”?
What’s the “big idea” implied in the skill or process of…?
What larger concept, issue or problem underlies…?
What couldn’t we do if we didn’t understand…?
How is… used and applied to the large world?
What is a “real-world” insight about…?
What is the value of studying…?
For what kinds of important capacities will this content actually equip us?

Relative and suggestive pairs:
absorb and reflect
action and reaction
capital and labour
harmony and dissonance
idiom and language
important and urgent
meaning and syntax
nation and people
nature and nurture
constant and variable
continuity and change
factor and result
fate and freedom
light and shadow
like and unlike
literal and figurative
matter and energy
power and governance
sign and signified
structure and function
sum and difference

Essential questions:

“Uncoverage is thus not merely a nice strategy or philosophy of education; using questions to frame the curriculum is not merely an aesthetic or ideological request on our part. One might say that not exploring key ideas in the content through genuine questioning and sustained inquiry is like leaving all courtroom claims and evidence unexamined, to be taken on faith. Such teaching leads to a hodgepodge of unprioritized ideas and facts that end up feeling like so many random opinions. There must be a deliberate interrogation of the content so that students can see the key understandings as the result of connections and inferences (as opposed to authoritative textbook or teacher claims to be taken on faith—as “facts” for memorization).”

20151007-020036.jpg

20151007-020056.jpg

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Understanding by Design – Transferable Concepts

Transferable Concepts:
abundance/ scarcity
acceptance/ rejection
adaptation
ageing/ maturity
balance
change/ continuity
character
community (ies)
conflict
connections
cooperation
correlation
courage
creativity
culture
cycles
defence/ protection
democracy
diversity
environment
equilibrium
evolution
exploration
fairness
friendship
harmony
honour
interactions
interdependence
invention
justice
liberty
loyalty
migration
mood
order
patterns
perspective
production
proof
repetition
rhythm
survival
symbol
system
technology
tyranny
variance/ variable
wealth

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