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 . . .
Curriculum must be guaranteed and viable. It is guaranteed when everyone “puts a stake in ground” about what students will know and be able to do. It is viable when those learning expectations can be reasonably accomplished. Reasonable accomplishment means creating learning progressions so students know what they need to know and be able to do and teachers are clear about how to focus instruction. Students can’t self-assess or set meaningful learning goals for their next steps if they don’t know and understand the learning targets/goals (see Learner-centered Culture). There is no “one right way” to share learning targets/goals with students. Use what works for your learners. Provide learning targets/goals in the clearest breakdown possible (unpack the target into learner friendly language).
Evidence of impact: Teacher clarity (effect size .75), cognitive task analysis (effect size 1.29)
Rigor in the curriculum must be at the level intended by the standard. Rigor is defined with a taxonomy in use by the whole district, and clearly articulated and agreed upon.
Evidence of impact: Appropriately challenging goals (effect size .59), teacher expectations of achievement (effect size 1.29)
Explore Key Concepts . . .
- The Role of Learning Progressions in Competency-Based Pathways (pdf)
- Four Steps to Create a Learning Progression (pdf)
- A South Portland Reading Example (pdf)