webinar #1: intro to visible learning & growth mindset · 2018-02-06 · the barometer of...

Webinar #1: Intro to Visible Learning & Growth Mindset

ASDN Growth Mindset & Math Routines to Reach ALL learners

Bobbi Jo Erb, [email protected]

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Visible Learning

“Visible Learning means an enhanced role for teachers as they become evaluators of their own teaching.

Visible Teaching and Learning occurs when teachers see learning through the eyes of students and help them become their own teachers.”

-- Visible Learning, John Hattie, 2009

At the core of the visible learning research is the idea that teachers are change agents. What students learn and do not learn is a result of what the teacher does or does not do in the classroom.

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John Hattie’s Visible Learning Research

Represents:

Over 300 million students

Over 72,000 studies

More than 1400 meta-analyses

This is the largest educational research database amassed to date

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The Barometer of Influence

from Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, John Hattie, 2009

Effect size is the relative effect a teaching practice has on student learning.It lets us know how powerful a given influence is in changing achievement.We have to consider: Ease of implementation vs. Impact (some influences might have an effect size less than 0.40 but be very easy to implement and still are valuable in school)

95% of the influences that we use in schools have a positive effect…..just not over 0.40.

Effect size of 0.40 is basically a year of growth for a year in school. Anything over 0.40 us in the zone of desired effects.

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A Sampling of Effect Sizes

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Think - (Pair)- Share

Tell us one effect size that surprises you and why.

1 min of personal reasoning time

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Talk/Discourse

Metacognitive Strategies

Complex Tasks

Teacher Clarity

Representation

Feedback

Visible Learning: Effective Strategies

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Precision Teaching

Knowing whatstrategies to

implement when for maximum impact

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Transfer Learning

Deep Learning

Surface Learning

Phases of Learning

Surface: initial exposure to concepts, skills, and strategies; provides the foundation required for Deep LearningDeep: consolidation of understanding, apply & extend surface learning to support deeper conceptual understandingTransfer: apply knowledge and skills to new & different contexts

We will look at how different influences fit into each phase of learning. One note is that some influences might have only an effect size less than 0.40 overall, but might have a much larger impact on one phase of learning over another. The effect size is a guide, not an absolute and it’s critical that we consider the phase of learning when we choose to use certain influences.

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SURFACE LEARNING: Initial learning of new concepts & skills—begins w/conceptual understanding then explicit introduction of labels & procedures for structure

DEEP LEARNING: Consolidating understanding of mathematical concepts & procedures and making connections among ideas –students plan, investigate & elaborate on their conceptual understandings and begin to make generalizations

TRANSFER LEARNING: Thinking metacognitively and applying thinking to new contexts & situations– students take the reins of their own learning

SURFACE: “It doesn’t mean we’re not working on complex problems; it’s just that the depth of thinking isn’t there yet.” p. 29

It is NOT shallow learning“Surface learning gives students the toolbox they need to build something.”

p. 30Different representations, problem solving strategies, notation, vocabulary,

tools for mathematicsExs: counting (starts w/reciting numbers in the correct order, etc..); 3x

means 3 times x

DEEP: Not only having the tools & strategies, but knowing how to use those strategically (seeking efficiency & flexibility)

“Students work collaboratively w/peers, use academic language, interact in richer ways with ideas & information” p. 30

The move from surface to deep learning occurs through intentional instruction designed by the teacher

TRANSFER: This phase of learning is very difficult to attain.Often students attempt transfer without looking at the

similarities/differences between concepts & strategies.Students need to have a productive disposition, be self‐directed, formulate

their own questions and use their skills/tools to answer those questions.

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Ex: Surface->Deep->Transfer

Area of Parallelogram = bh

What is the base? What is the height?

What is a parallelogram?

Square cm vs. cm

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Connecting area of parallelogram to area of a rectangleLearning strategy of decomposing/composing shapes to find area

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Find the area of the shaded figure.


Applying that decomposing/composing strategy to new situations.

OR

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Learning According to John Hattie, learning is

“the process of developing sufficient surface knowledge to then move to deeper understanding such that one can appropriately transfer this learning to new tasks and situations.”

“You have to know something before you can do something with it.” p. 35

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Think of a topic you have taught recently.

Were your learning intentions & success criteria aligned more to surface or deep learning?


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Growth MindsetMore Info: Jo Boaler (math), Carol Dweck

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Education is not about the learning of facts, but the training of the mind to think.

I have no special talents. I am only passionately curious.

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Math has an image issue…

There is an existing culture around mathematics that needs to change.

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Intelligence is static

“Some people are just naturally good at math”

Mistakes are evidence of unintelligence

Praise answers

Intelligence can be developed

“Anyone can be good at math if they work at it”

Mistakes are necessary for learning

Praise process

Growth MindsetFixed Mindset

Carol Dweck, Jo Boaler

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Think of a time when your fixed mind set was triggered.

What contributed to that fixed mindset?


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Mathematical Mindset

Teachers & students believe everyone can do math at high levels.

Communication & connections are valued.

The math is visual.

The math is open.

The environment is filled with wonderand curiosity.

The classroom is a risk-taking, mistake valuing environment.

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EVERYONE can learn math to the highest

levels.

Mathematical Mindset Step #1

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School & Classroom View

Students are not tracked or grouped by achievement.

All students are offered high-level work.

Students vocalize self-belief and confidence.

Praise is focused on effort and ideas, not the person.

Effect Sizes:Ability Grouping- 0.12

Attitude to Math– 0.35

Feedback – 0.75

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Collective Efficacy & Expectations

“When we assume that people are capable concrete things happen that translate expectations into investments of resources or effort that actually improve performance.”

– Jenni Donohoo, Collective Efficacy, 2017

Having high expectations for students has more to do with the teacher’s own beliefs in their ability to teach than with their belief in students. Teachers with higher efficacy are more likely to attribute successes & failures to effort than ability. In turn they convey that same message to students about why they are successful.

Productive consequence

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Feedback

• Must be timely, specific, understandable, and actionable

• Feedback should answer:

- Where am I going?

- How am I going there?

- Where to next?

• Focused on effort & progress

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Four Levels of Feedback

1. Feedback about the task

2. Feedback about the process

3. Self-regulatory feedback

4. Feedback about self

Feedback about the task and the process are especially helpful during surface & deep learning. Self‐regulatory feedback is most effective during deep & transfer learning.

Feedback about self has 0 to negative impact on student learning

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Feedback About Self

½ of students were praised for “Working

Really Hard”

90% Chose the harder test

½ of students were praised for “Being Really

Smart”

Majority chose the easier test

400 5th Graders took an Easy Test & Performed Well

Students were asked to take a 2nd test & choose easy or challenging.

Carol Dweck’s Research:400 5th graders took an easy, short test & nearly all students performed well½ of the students were praised for “being really smart”½ of the students were praised for “having worked really hard”Students were then asked to take a second test and choose between a simple test or a more challenging test90% of the students who were praised for effort choose the harder test

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What are some ways that you could include more feedback about the task or the process rather than self?


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Mistakes are valuable.


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Students feel comfortable sharing ideas even when they are wrong

Peers & educators seek to understand rather than correct and they work together when stuck

Students & teachers are surrounded by positive brain/mistake messages

Focus is on sense-making rather than answer-getting

Crumpled paper activity;

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Mistakes Grow Your Brain

People with a growth mindset work in better ways. They are more persistent. They keep going when they hit a road bump. They are more likely to see a mistake as a chance to improve.

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Questions are really important.


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Students freely ask and pose questions of the teacher and their peers.

Questions are focused on understanding how students think about a problem and then building on that thinking (focusing rather than funneling)

Questions from students are valued & expected

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What are some strategies you use to encourage questions and create a mistake-valuing culture?


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Powerful Questions to Deepen Understanding

It’s helpful to have sense‐making questions posted around the room..for teachers and for students.

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Math is about creativity and making sense.


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Teachers and students always ask “Why does that make sense?”

Students and teachers use multiple representations of concepts and problems

Students use and share multiple strategies & ideas for solving problems (Number Talks)

Students see math as an unexplored puzzle

PISA data from 13 million students worldwide shows that the lowest achieving students in the world are those who believe that math success comes from memorization.

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Multiple Representations

Concrete <---> Pictorial <---> Abstract

3x – 5y = 45

CONTEXT

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Math is about connections and communicating.


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Students work in groups sharing ideas

Students relate ideas to previous learning

Students connect their ideas & strategies to their peers’ ideas & strategies

Students relate ideas to events in their lives and the world

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How do you encourage communication of ideas in the classroom?


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Depth is much more important than speed.


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Students understand that speed isn’t valued as much as deep thinking

Timed tests are not used or are used only rarely

Classroom discussions are not driven by the fastest students

Procedural fluency is built from conceptual understanding

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Fluency

Efficiency • Accuracy • Flexibility

“students who ‘felt panicky’ about math had increased activity in brain regions associated with fear. When those areas activated, decreased activity took place in the brain regions that are involved in problem solving” (Young, Wu and Menon, 2012)

Research has shown that timed tests cause the early onset of math anxiety for students across achievement ranges.

seven‐ to nine‐year‐ old children while they worked on addition and subtraction problems and found that those students who “felt panicky” about math had increased activity in brain regions associated with fear. When those areas activated, decreased activ‐ ity took place in the brain regions that are involved in problem solving (Young, Wu, and Menon 2012).

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Procedural Fluency from Conceptual Understanding

“Standard algorithms are to be understood and explained and related to visual models before there is a focus on fluency.” -- Fusonand Beckmann, 2012/13

The early work students do with numerical reasoning strategies is related to future algebraic reasoning. If students move too quickly to fluency work, they are far less likely to take the time to deeply understand concepts and strategies. – NCTM’s Principles to Actions, 2014

When given timed tests, students who are fast usually remain fast and students who are slower remain slow and become slower as math anxiety sets in. ‐‐Teaching Children Mathematics, NCTM journal 2014

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Math class is about learning not performing.


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Grades are given for learning, not performing (for representing ideas in different ways, explaining work to others, making connections, etc…)

Fewer grades & tests ...instead of grades, diagnostic comments are given whenever possible

The focus is on sense-making rather than just answer-getting

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Grades & Mindset

132 6th Graders:• Scores only – 0% gains• Comments only – 30% gains• Scores + Comments – 0% gains

Wiliam, 2011

• Scores only – 0% gains• Comments only – 30%• Scores + Comments – 0%Wiliam, 2011 132 6th graders

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Have you tried any ways to grade with a growth mindset in mind?

Share what you’ve tried and how it worked.


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A Culture of Mathematical Mindsets

It’s not just students who need help developing a mathematical mindset. Teachers need help developing their own growth mindset. High teacher efficacy results in higher expectations and more of a growth mindset for students. That direct connection between growth mindset and collective teacher efficacy is huge.

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Collective Efficacy

Mastery ExperiencesVicarious Experiences

Social PersuasionAffective States

Mathematical Mindsets

One of the sources of collective efficacy is through vicarious experiences. Teachers observe or read about success in similar situations to their own. This can happen through watching video, reading articles, networking with other teachers, etc… Teaching Channel work with learning plans provides a collection of vicarious experiences for teachers.

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Questions?

[email protected]

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webinar #1: intro to visible learning & growth mindset · 2018-02-06 · the barometer of...

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