A Framework for Effective Teaching and Learning
- Learner-centered culture.
- Clear learning targets at an appropriate level of rigor.
Instruction intentionally designed so learners can meet the targets.
- Evidence of learning evaluated using clear criteria.
This component is supported from recent research by John Hattie. Hattie synthesized findings from 80,000 studies involving 300 million students to identify the impact of more than 250 influences on student achievement. His analysis of the impact is expressed in effect sizes – the higher the effect size the greater the potential impact on student achievement. Effect sizes between .4 and .7 are likely to accelerate student achievement and those of .7 or above have the potential to considerably increase student achievement.
What we’re learning . . .
Selecting strategies is a science. Which strategies to choose depends on your focus at the time and the learning needs of students. Strategies, and the tools, techniques, and activities needed to implement them, all need to align with the learning targets. Julie Meltzer, Director of Curriculum, Instruction, Assessment, and Professional Development in the Mt. Desert Island Regional School System, identifies these as especially helpful in a proficiency-based system:
- Strategies that support philosophies of proficiency-based teaching and learning.
- Strategies that create a readiness for learning.
- Strategies to develop understanding and application. [transfer strategies (effect size .86), service learning (effect size .58), enrichment (effect size .53)]
- Strategies to scaffold up to rigor. [scaffolding (effect size .82), concept mapping (effect size .64), deliberate practice (effect size .79), questioning (effect size .58)]
Learn more . . .
Planning Proficiency-based Instruction