Embedded Files
Sites for other sessions
Speed Dating with Visible Learning
Teacher Credibility/Relationships
Learning from What Doesn't Work
Readings - Teacher Expectations, Teacher Clarity/Goals
Videos
Video 1.2 Making Learning Visible With Teacher Clarity and Expectations
Video 1.3 Making Learning Visible Through Learning Intentions
Video 1.4 Making Success Criteria Visible in Fourth Grade
Marzano Connections
DQ1: Communicating learning goals and feedback (Elements 1-3)
DQ5: Engaging students (Elements 24-32)
DQ6: Establishing rules and procedures (Elements 4-5)
DQ9: Communicating high expectations for all students (Elements 39-41)
DQ10: Developing effective lessons organized into a cohesive unit (Elements 42-49)
"Nearly all the things that teachers do work when we ask what improves student achievement. But only a few things work at ensuring that student's gain a full year's worth of growth for a year...in school, and we think it's time we focused on what works, what doesn't work, and what can't hurt." p. xi
"Teacher clarity about learning expectations, including ways in which students can demonstrate their understanding, is powerful. Be explicit about the nature of the learning that students are expected to do and the level of success expected from the lesson.
"Teachers should have expectations that appropriately stretch students, and yet those expectations should be within reach. Sixth graders who are held to fourth-grade expectations will be fifth-graders when they are in seventh grade; the gap never closes.
Establishing and communicating a learning intention is an important way that teachers share their expectations with students. p. 16
Guide
Whatever order you attend today's sessions, each will provide you with a practical overview of the highest impact practices.
These two high impact practices can be used across all grade levels and content areas.
Note the quotes above as rationale. Agree, disagree?
The last slide/image shows that learning intentions are more that posting the learning targets in classrooms. The video explains more.
Watch the videos. (You may wish to discuss prior to the reading.)
Video 1.2 Making Learning Visible With Teacher Clarity and Expectations
If time, distribute the articles, provide 10 minutes for reading. (You may want to divide into two groups with each group reading one article and provide a BRIEF summary of the main points for the other group.)
Repeated readings are a good time to use annotations but since we don't have time...
Group members take turns sharing something from the video/reading guided by their "picture".
Dice Discussion - which of these "rolls" promotes surface learning and/or deep learning? (Use cards provided instead of dice.)
Roll 1: Share an "aha" you had.
Roll 2: Give an example of how you will apply something to your own practice.
Roll 3: Share a burning question you still have.
Roll 4: Share a connection you made.
Share a key point you will take away.
Roll 6: Share something you would like to know more about.
Ending activity - Whole group shares some thoughts about the two strategies, videos and activity. Q - How could you use the activity?
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