Impact of Teacher Behaviors on Student Learning: Understanding Your Influence

Above All Know Your Impact! What IMPACT do your behaviors have on student learning? Bell Ringer What IMPACT do your behaviors have on a single student s learning? Do you have any impact at all?

Session MA4 Segell Room Sue A. Davis Trish Carroll Leadership Consultants

This model of teaching requires monologue with constant focus on the teacher. Another approach is to give a task to complete. You do it and if you don t do it the way I hoped, we ll talk about it and I ll come up with another approach and give you another go at it. The emphasis in dialogue is active listening by the teacher to how students are learning. 8 I m at the stage now where I don t want to talk about teaching anymore not because it isn t important but because it often keeps us from having important discussions about learning. In teachers colleges where the emphasis is on teaching they say, here s a good way to teach and here s how you teach this concept and this is what you do when this doesn t happen, and so on. We learned that parents didn t understand what happens in schools and this is still the case with many parents today. They don t understand the language of learning and they don t understand what is involved in learning today. They don t know how to talk with their children about their learning or with teachers about their children s learning. 8 If I give you an incredibly difficult task to do, at some point very soon on you re going to need some guidance and help. You re going to need me to get involved and say something such as, Don t go that way; go this way. And so instead of taking on the role as facilitator, teachers need to see themselves as change agents the teacher s role is to effect change. Mind Frames from John Hattie If I put up my hand, as a student in a classroom, and say, Look I m having trouble; I don t understand, then I am taking the risk that my fellow students will say, Oh, there he goes he doesn t understand. That s why trust and positive relationships are so critical. 7 With the emphasis on evaluation of impact as the teacher s mindset, the fundamental reason for administering assessments in the classroom is to find out what you as the teacher did well who did you teach well and who not so well, what did you teach well and what not so well, and so on. The purpose of schools is to help students exceed their potential and do more than they thought they could do. To find out what students can do, and help them do better. And that s a challenge. We should never accept a student s best. It s okay. But it s a springboard to doing I think what happens to us as educators is that we perceive our role as implementing the curriculum planning and delivering lessons and making sure the education we re offering meets the needs of kids. What we don t say is we had an impact on them and their learning. even better. 6

Mind Frame 1 Teachers and leaders serve as evaluators of their impact. We must cultivate the disposition to asking questions about our work How can I compare this with that ? What is the merit and worth of this influence on learning? TPGES, Domain 1, Planning and Preparation a. Demonstrating Knowledge of Content and Pedagogy c. Selecting Instructional Outcome Domain 4, Professional Responsibility a. Reflecting on Teaching b. Growing and Developing

Mind Frame 2 Teachers and leaders take responsibility for students success and failure. Don t blame the kids!! Social class and low prior achievement are surmountable. All students can be challenged . We can develop high student expectations. TPGES, Domain 2, Classroom Environment a. b. Domain 1, Planning and Preparation a. Domain 3, Instruction a. c. Creating an Environment of Respect and Rapport Establishing a Culture for Learning Selecting Instructional Outcome Communicating with Students Engaging Students in Learning

Mind Frame 3 Learning, not just teaching, should guide professional conversations. Live the growth mind-set . Look at students as individuals who can change and grow. Teaching is perceived as an enabler not a barrier. Employ the power of success criteria. TPGES, Domain 2, Classroom Environment Domain 3, Instruction Doman 4, Professional Responsibilities f. c. Managing Classroom Procedures d. Using Assessment in Instruction Demonstrating Professionalism

Mind Frame 4 Teachers and leaders see assessment as feedback about their impact on student learning. Feedback is information provided by a teacher, peer, book, parent, or self/experience about one s performance. Who did you teach well and who not so well? What did you teach well and not so well? TPGES, Doman 3, Instruction Domain 4, Professional Responsibility a. b. d. e. Using assessment in instruction Demonstrating Flexibility and Responsiveness Reflecting on Teaching Growing and Developing

Mind Frame 5 Educators engage in dialogue and not just monologue. Eighty percent of the talking in most classrooms is done by teachers. Teachers should LISTEN to students questions, ideas, struggles, strategies for learning, their success, their interactions with peers, etc. TPGES, Domain 1, Planning and Preparation Domain 2, Classroom Environment Domain 3, Instruction e. Designing Coherent Instruction c. Managing Classroom Procedures a. Communicating with Students

Mind Frame 6 We must challenge students rather than ask them to do their best. The teacher s role is to engage the student in the challenge by pushing toward greater learning. Do your best is a cop-out phrase. There is a power in clear success criteria. TPGES, Domain 1, Planning and Preparation e. f. Domain 3, Instruction b. c. Designing Coherent Instruction Designing Student Assessment Using Questioning and Discussion Techniques Using Assessment in Instruction

Mind Frame 7 Teachers believe it is their role to develop positive relationships in classrooms and staff rooms. Teachers create a climate such that students believe they can make errors without blame. Learning requires the making of mistakes. Leaders must do this for staff as well. TPGES, Domain 2, Classroom Environment a. b. Domain 3, Instruction a. Domain 4, Professional Responsibilities d. Creating an Environment of Respect and Rapport Establishing a Culture for Learning Communicating with Students Participating in a Professional Community

Mind Frame 8 Educators must communicate the language of education to parents. Teachers build trust and rapport with families. Teachers provide clarity, support, and understanding of the language of learning for parents. Schools, leaders and teachers enhance the engagement of students in their learning by bringing parents into the experience. TPGES, Domain 4, Professional Responsibility a. b. c. F. Reflecting on Teaching Maintaining Accurate Records Communicating with Families Demonstrating Professionalism

Meta-Meta Analysis: Hatties group designed algorithms that related more than 900 meta- analyses including over 50,000 studies and more than 240,000,000 students to measure the impact or effect of 180 variables on how much students learn in a year. The original study took fifteen years to complete. It is still going on. As new meta- analyzes are completed, the team includes them in the research.

Percentage of Achievement Variance

Hatties Categories of Influences Students Teachers Teaching Curricula Home Peers Principal Schools

Reverse Effects are self-explanatory, and below 0.0. Developmental Effects are d=0.0 to d=0.15, and the improvement we expect to see in a child who simply grows up with little or not schooling. Teacher Effects teacher typically can attain d=0.20 to d=0.40 growth per year, and this can be considered average (refer to median standard deviation). This is subject to a lot of variation. Desired Effects are those above d=0.40 which are attributable to specific interventions or methods being researched.

Six Sign Posts Toward Excellence in Education, p. 22 1. Teachers are among the most powerful influences in learning. 2. Teachers need to be directive, influential, caring and actively and passionately engaged in teaching and learning. 3. Teachers need to be aware of what each student is thinking and what they know and be able to construct meaning in light of this knowledge of the students. 4. Teachers AND student need to know the learning intentions and the criteria for student success. 5. Teachers need to move from the single idea to multiple ideas and to relate and extend these ideas so that learners construct and reconstruct knowledge. 6. School leaders and teachers need to create schools, staffrooms and classroom environments in which error is welcomed as a learning opportunity.

Effect Sizes of Influences on Achievement from John Hattie 1.6 The benchmark: 0.40 + one year s learning over one year s time Effect sizes greater that 0.40 accelerate student learning. 1.4 1.2 1 0.8 0.6 0.4 0.2 0 -0.2 -0.4

First what could be so harmful that we would need to plan interventions to remove barriers, compensate, contest or combat its effect on learning?

Rank Influence Studies Effect Effect Size What does this mean to us? s 150 Mobility 181 540 -.34 If students make a friend in the first 6 weeks, effect of mobility negated. 149 Television 37 37 .-18 We cannot promote passive involvement with video stimulus. 148 Retention 207 207 -.13 Retention is a last resort . It hurts kids. 146 Summer Vacation 39 39 -.02 Regression in learning may require RTI, re-teaching or acceleration. 145 Open vs Traditional Classrooms Diet 315 315 .01 Structure and boundaries appear to promote learning 133 23 125 .12 Breakfast and lunch programs; school food banks and back pack distribution 133 Gender 2926 6051 .12 We often separate kids by gender but never change our teaching.

There are influences that have a better effect size than those we just examined, but they should be used with caution.

RankInfluence Studies Effects Effect What Could This Mean? Size 119 Personality 234 1481 .19 We can teach students how to be resilient, work hard and have grit. 114 Charter Schools 18 18 .20 Charter schools appear to have a lower impact on student learning than do public or private schools. 113 Class Size 96 785 .21 Smaller classes are NOT bad but NOT cost effective. Again, no change in teaching. 106 Summer School 105 600 .23 Summer school has little/no impact on summer regression. Credit recovery. 96 Exercise / Relaxation Programs Computer Assisted Instruction Time on Task 227 1971 .28 Are the informal brain breaks used in some classrooms actually helping with the opportunity to learn? 77 .37 4899 8914 CAI DOES have a positive effect, but it is far more effective with teacher input, guidance and feedback. 75 100 136 .38 Think more about what Marzano called opportunity to learn with time and a viable curriculum.

There are influences that consistently have the greatest effect size on student learning.

Rank Influence Effect Size What does this mean to daily instruction? 1 Student Expectations for Their Own Learning 1.44 Continue to teach in developmentally appropriate ways: sensorimotor (birth to 2 years old); preoperational (2-7 years); Concrete Operation (7-11); Formal Operational (12 to adulthood) 2 Piagetian Programs 1.28 3 Response to Intervention 1.07 4 Providing Formative Evaluation .90 As with our assessment literacy focus in Kentucky, assessment is used to inform and adjust instruction so that students learn at an optimum level. 4 Teacher Credibility .90 6 Micro-teaching .88 Similar to student teaching activities where a mini-lesson is taught and then a mentor gives immediate feedback on teacher behaviors and student learning. 7 Classroom discussion .82 8 Teacher Clarity .75 8 Feedback .75 The purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text 10 Reciprocal Teaching .74

Rank Influence Effect Size 1.44 3 years growth What does this mean to daily instruction? 1 Student Expectations for Their Own Learning Piagetian Programs Greatest impact on student learning. Describes students who challenge themselves with high expectations, work to meet them and achieve their goals. 2 1.28 3 years growth Continue to teach in developmentally appropriate ways: sensorimotor (birth to 2 years old); preoperational (2-7 years); Concrete Operation (7- 11); Formal Operational (12 to adulthood) 3 Response to Intervention 1.07 2 years growth .90 2 years growth .90 2 year s growth 3rd most powerful influence individual nature of interventions targeted to student s specific needs. 4 Providing Formative Evaluation Teacher Credibility As with our assessment literacy focus in Kentucky, assessment is used to inform and adjust instruction so that students learn at an optimum level. 4 This should no longer be perceived as happenstance. Teachers can BUILD their credibility.

Rank Influence Effect Size .88 2 years growth What does this mean to daily instruction? 6 Micro- teaching Similar to student teaching activities where a mini- lesson is taught and then a mentor gives immediate feedback on teacher behaviors and student learning. 7 Classroom discussion .82 2 years growth .75 2 year s growth .75 2 years growth .74 2 years growth As in Mind Frame 5, teachers LISTEN and teach students to listen to each other. Protocols. 8 Teacher Clarity Success Criteria - Specific learning goals stated in student friendly language and related to their interests. 8 Feedback Dollops and dollops of feedback that is specific, related to the learning target and formative from teacher to student and student to teacher. 10 Reciprocal Teaching The purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text.

Help us write a conclusion and come to closure on the implications research by John Hattie, as written in Visible Learning and Visible Learning for Teachers, SHOULD have on our practice.

With your elbow partner, please answer these two questions: 1. What does this information mean to my school and me? 2. If we have the information, how can we not help but act?

Unless someone like you cares a whole awful lot, nothing is going to get better. It s not. Dr. Seuss

When teachers SEE learning through the eyes of the student and when students SEE themselves as their own teachers, visible learning occurs.

Sue.davis@kedc.org Trish.carroll@kedc.org Donetta.trimble@kedc.org