Maximizing Learning

High Yield Strategies for all

How do we as
teachers, help
students
achieve at the
highest levels?

Todays Learning Intention:

To understand the key messages of
Classroom Instructon that Works and
Vsble Learnng and reflect on those
messages as it relates to your teaching
and your students learning..

Domain 1: Planning & Preparation

1a: Demonstrating Knowledge of Content & Pedagogy

Feedback to students that furthers learning

1b: Demonstrating Knowledge of Students

Students interests and needs learned by the teacher for use in planning

1c: Setting Instructional Outcomes

Statements of student learning, not student activity

Outcomes permitting assessment of student attainment

1d: Demonstratng Knowledge of Resources

1e: Designing Coherent Instruction

Activities that represent high-level thinking

Thoughtfully planned learning groups
Structured lesson plans

1f: Designing Student Assessments

Variety of performance opportunities for students

Formative assessments designed to inform minute-to-minute decision making by the teacher during instruction

Marzano - High Yield Strategies

Classroom Instructon that Works (2001):

Identifying similarities and differences

Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypothesis
Questions, cues, and advance organizers

Classroom Instructon that Works, 2nd Edton (2012):

Creating the Environment for Learning:
Setting objectives and providing feedback
Reinforcing effort and providing recognition
Cooperative learning
Helping Student Develop Understanding:
Questions, cues, and advance organizers
Nonlinguistic representations
Summarizing and note taking
Homework and practice
Helping Students Extend and Apply Knowledge:
Identifying similarities and differences
Generating and testing hypothesis

Turn and talk:

What are two high yield strategies that
you feel comfortable using with children
now and what are two strategies that
you feel you that you could work
towards utilizing with students?

Marzano & Hattie

Classroom Instructon that Works, 2nd Edton (2012):

Vsble Learnng for Teachers (2012):

Creating the Environment for Learning:

Setting objectives and providing feedback

Reinforcing effort and providing recognition

Cooperative learning

*Hinge Point =
A years worth of growth for a years worth of work.

Helping Student Develop Understanding:

Questions, cues, and advance organizers

Nonlinguistic representations

Summarizing and note taking

Homework and practice

List of Influences on Achievement (150)

Zone of Desired Effects (+0.40 - 1.00)

Helping Students Extend and Apply Knowledge:

Identifying similarities and differences (comparing,

contrasting, classifying, analogies, metaphors)

Generating and testing hypothesis

Hinge

Typical Teacher Effects (0.20 - 0.40)

Developmental Effects (0 - 0.20)
Reverse Effects (-0.34 - 0)

Main Take-Aways from Hatties Work

(applied to teachers):
Expert Teachers:

Identify the most important ways to represent the subjects they teach

Expert teachers differ in how they organize and use content knowledge

They know how to introduce new content knowledge in a way that integrates it with students
prior knowledge
They can relate the current lesson to other subject areas
They can adapt the lessons according to students needs

They seek out evidence of who has not learned, who is not making progress, and they problem
solve and adapt their teaching in response

Main Take-Aways from Hatties Work

(applied to teachers)::
Expert Teachers:

Create an optimal classroom climate for learning

The best climate for learning is one in which there is trust. Students often dont like to make
mistakes because they fear a negative response from peers. Expert teachers create classrooms in
which errors are welcome and learning is cool.

Monitor learning and provide feedback

Expert teachers know that a typical lesson never goes as planned and they are skilled at
monitoring the current status of student understanding.

They are excellent seekers and users of feedback about their teaching - that is, they see student
progress as feedback about the effect they are having on learning.

Main Take-Aways from Hatties Work

(applied to teachers):
Expert Teachers:

Believe all students can reach the success criteria

Expert teachers believe that intelligence is changeable rather than fixed. This means that not
only do they have a high respect for their students but that they show a passion that all students
can succeed! While passion may be difficult to quantify, students are certainly aware of whether
or not their teachers exhibit this passion.

Main Take-Aways from Hatties Work

(applied to teachers):
Expert Teachers

Influence a wide range of student outcomes not solely limited to test scores

Encouraging students to stay in school

Helping them to develop deep and conceptual understandings
Teaching them to develop multiple learning strategies

Encouraging them to take risks in their learning, helping them develop respect for themselves
and others
Helping them develop into active citizens who participate in our world

Turn & Talk:

How do these 5 dimensions of Expert Teachers (Hattie) align
with the Danielson Domains?

Identify the most important ways to represent the subjects they teach
Create an optimal classroom climate for learning
Monitor learning and provide feedback
Believe all students can reach the success criteria
Influence a wide range of student outcomes not solely limited to test scores
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities

Main Take-Aways from Hatties Work

(applied to learning):

0.40 is the hinge point (difference between just being in school for a year and
an influence that pays dividends higher than what is typically seen in a year)

+0.40 or higher

Self-reported grades/Student expectations (1.44)

Response to Intervention (1.07)
Providing Formative Evaluation (0.90)
Classroom Discussion (0.82)
Comprehensive interventions for learning disabled students (0.77)
Teacher Clarity (0.75)
Feedback (0.74)
Teacher-Student Relationships (0.72)
Cooperative vs competitive learning (0.54)
Phonics Instruction (0.54)
Classroom Management (0.52)

Questioning (0.48)

Ask Yourself..
Learning Climate
Did you demonstrate to all students that they were able, valuable, and responsible, and did you treat them accordingly?
Did the students see that you believe in them, even when they were struggling? Did the students get the message from
you that they possess untapped potential in learning what is being taught today?

Learning Intentions & Success Criteria

Did the students know the learning objectives? Did the students know the success criteria? Could they articulate them
in a way that showed they understood them? Did they see them as appropriately challenging?

Learning
Are you aware of each students progress on the journey from her starting point toward attaining the success criteria?
How close is each student to attaining the success criteria? What now needs to occur to help each student move closer to
meeting the success criteria?

Todays Learning Intention:

To understand the key messages of
Classroom Instructon that Works and
Vsble Learnng and reflect on those
messages as it relates to your teaching
and your students learning..