Learning Goals
Acquiring Knowledge
Acquiring knowledge is the process of absorbing and storing new information in memory, the success of which is often gauged by how well the information can later be remembered (retrieved from memory).
Direct Instruction
Making Meaning &
Processing Information
Processing Information
When students consolidate their understanding and apply and extend some surface learning knowledge to support deeper conceptual understanding . . . We think of this as a 'sweet spot' that will often take up more instructional time, but can be accomplished only when students have the requisite knowledge to go deeper.
Facilitative Teaching
Transfer
(to a real world situation)
(to a real world situation)
Transfer learning is achieved when students begin to apply their knowledge to new and unique learning situations.
Coaching
Click this link to gain a deeper understanding of the Learning Goals and how they correlate to Teaching Roles and Student Actions - bit.ly/3vNiU3g
John Hattie's High Yield Instructional Strategies
Barometers of Influence
Throughout his Visible Learning journey John Hattie has used the “barometer” to visualize the effect size of an influence on student achievement. The barometer scale is divided by the hinge point d = 0.4, which represents the mean of all effect sizes in the underlying meta-studies. Hattie's “barometer of influence” goes from red (negative effects), to yellow (developmental effects), to green, or orange, (teacher effects) and finally over the hinge point 0.4 to the blue zone (desired effects).
Category Instructional Examples
Based on Hattie's research which environments, events, and strategies have a negative affect? Which environment, strategies, and events have a positive affect? Make notes of what will work for you and your students in your class and bring more bang for the buck! What can you implement in your class immediately?
Dive deeper using the chart below which outlines what Hattie found in his research, organized by environment and other categories.
Scroll over the picture and use the pop out icon in the top right to view the document full size.
250_influences_chart_june_2019.pdfAcquiring Knowledge
The 3-step jigsaw engages students in part to whole conversations that deepen understanding.
Multiple strategies such as morphology, semantic maps/Frayer Model, word/concept sorts, and wide reading for routine.
Making Meaning & Processing Information
Information that reduces the gap between what one is doing and what they should be doing.
Graphic organization of concepts.
Learning strategy to call on prior knowledge and apply it towards deeper thinking. It engages students in summarizing, questioning, clarifying, & predicting.
Learning Strategy designed to help students examine the many different forces that "tug" opposing sides of a topic.
Students identify main ideas or concepts and then find supporting ideas or related concepts. They then put them into their own words to take the learning to a deeper level.
Concepts are placed on hexagons and then moved around to build a web of connected ideas. Students then debate about where to connect ideas and then collaborate and communicate to determine why.
Transfer
Solve a problem you don’t already know how to solve, applying learned skills to novel situations.
Students assess their own work then compare it to standard from instructor.