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High-Leverage Instructional Practices in DLI Programs

piper riddle, ed.s.

wasatch county school district, ut

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First:

pivoting from a pandemic

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Once upon a time...

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Complete this sentence:

“Educational shifts in schooling as a result of the pandemic include __________.”

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For your consideration:

What are the gains from the past few years?

How can we use those shifts (regardless if positive or negative) to benefit and improve education moving forward?

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Eat This, Not That!�High-Leveraging Instructional Practices�

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Eat Teach This, Not That!�High Leveraging Instructional Practices�

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Our objectives for this session

We can identify & discuss research on best practices
We can consider “High Leverage Instructional Practices” for top-tier effective instruction and the implementation thereof

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What We Know About the Core Standards

Represent a set of expectations for knowledge and skills that high school graduates need to master.
Align to college and work expectations
Include rigorous content and application
Are evidence and/or research based

~ National Governors Association for best Practices and council of chief State School Officers

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We know what to teach . . . .

Now, how do we teach it?

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Epistemological “Food Chain”

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Meta-analyses

900+ Meta-analyses
50,000 research articles
150,000 effect sizes
240 million students

Respond using an emoji in the chat… have you heard of –Or – Have you seen the covers of these publications?
John Hattie—is a professor of education and Director of the Visible Learning Labs, University of Auckland, New Zealand
Meta-analysis: study of studies

15 years research and synthesis over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning.

A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand.

Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.

Measures effectiveness of research-based practices in a magnitude of studies

Effectiveness across the studies is calculated into an Effect Size (ES)
The higher the ES the higher the impact on student achievement

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Variables Accounting for Variance

in Student Learning

- John Hattie, Visible Learning “Meta-Meta-Analysis” (800 Meta-Analyses)

Student

Teacher

Peer Effects

Homes

Schools

50%

30%

5-10%

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“Excellence in Teaching is the Single Most

Powerful Influence on Achievement”

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Teachers Make a Difference

Students assigned to 3 highly effective teachers in a row earned as much as 50 percentile points higher on standardized tests than students who were assigned to 3 ineffective teachers (Sanders & Rivers, 1996)
Highly effective teachers can offset the disadvantages associated with poverty, thereby closing the achievement gap (Rivkin, Hanushek, & Kain, 2005)

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6 Signposts Toward Excellence in Education

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6 Signposts (Hattie, 2012)

Teachers are among the most powerful influences in learning.
Teachers need to be directive, influential, caring, . . . . and engaged in the process of teaching and learning.
Teachers need to be aware of what every student is thinking and what they know . . . . and understand their subject content so they can provide meaningful and appropriate feedback…
Teachers and students need to know the intentions. . . how well they are attaining them. . .and where to go next. . .

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Signposts Continued:

Teachers need to . . . relate and extend ideas such that learners construct and reconstruct knowledge and ideas. . .
School leaders and teachers need to create . . . environments in which error is welcomed as a learning opportunity . . . and in which teachers can feel safe to learn.

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So, how do we get from the signposts, (truths about instruction),

to high-leveraging instructional practice?�

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What works vs. What works best

Barometer of Influence

Hinge-point 0.4

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Analyzing Effects

An effect size of 0.2 or less is low
An effect size of 0.4 is medium
An effect size of 0.6 or more is high
When analyzing effects, we can say that an effect size of over 0.4 is likely to have a visible, positive effect
A one standard deviation increase is typically associated with advancing children’s achievement by two-three years or improving the rate of learning by 50%

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What works best– Eat Teach This,

Barometer of Influence

Hinge-point 0.4

vs What works– Not That!

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What Works best?

Turn on your video for “Yes”

if you suspect that the practice measures

0.4 or greater (hinge point)

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Ability grouping
Comprehension programs
Concept Mapping
Cooperative learning
Direct instruction
Feedback
Home environment
Individualizing instruction
Influence of peers

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Ability grouping NO 0.12
Comprehension programs YES 0.60
Concept Mapping YES 0.60
Cooperative learning YES 0.59
Direct instruction YES 0.59
Feedback YES 0.75
Home environment YES 0.52
Individualizing instruction NO 0.22
Influence of peers YES 0.53

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Matching learning styles
Meta-cognitive strategy programs
Phonics instruction
Professional development
Formative evaluation
Providing worked examples
Reciprocal teaching
Reducing class size
Response to Intervention
Retention

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Matching learning styles NO 0.17
Meta-cognitive strategy programs YES 0.69
Phonics instruction YES 0.54
Professional development YES 0.51
Formative evaluation YES 0.90
Providing worked examples YES 0.57
Reciprocal teaching YES 0.74
Reducing class size NO 0.21
Response to Intervention YES 1.07
Retention NO -0.13

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Small group instruction
Student control over learning
Student dialogue
Student expectations
Teacher credibility
Teacher expectations
Teacher-student relationships
Teacher subject matter knowledge
Using simulations and gaming
Vocabulary programs
Whole language

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Small group instruction YES 0.49
Student control over learning NO 0.04
Student dialogue YES 0.82
Student expectations YES 1.44
Teacher credibility YES 0.90
Teacher expectations YES 0.43
Teacher-student relationships YES 0.72
Teacher subject matter knowledge NO 0.09
Using simulations and gaming NO 0.33
Vocabulary programs YES 0.67
Whole language literacy programs NO 0.06

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Activator	d	Facilitator	d
Reciprocal Teaching	0.74	Simulations and gaming	0.32
Feedback	0.72	Inquiry-based teaching	0.31
Teaching self-verbalization	0.67	Smaller class sizes	0.21
Meta-cognition strategies	0.67	Individualized instruction	0.20
Direct instruction	0.59	Problem-based learning	0.15
Mastery learning	0.57	Gender	0.12
Goals-challenging	0.56	Web-based learning	0.09
Frequent testing	0.46	Whole language	0.06
Behavioral organizers	0.41	Inductive teaching	0.06
ACTIVATOR AVERAGE	0.60	FACILITATOR AVERAGE	0.17

When you consider your instructional practices – are you an “Activator” or a ”Facilitator”?

On page 243 in Hattie’ Visible Learning– he put into a categorical sort or ranking of Activator/Facilitator for some of the most often-observed practices in the typical classrooms.

Average effect size: D=.6 D= .17

Active and guided instruction is much more effective than unguided and facilitative instruction

Research: Even if the student preferred the less guided methods, they students still learned less than when guided with an activator teacher. This constructivism point of view: Discovery, hands-on, experiential, collaborative, project-based, and task-based learning– The only way constructivism applies to teaching is to the teachers themselves, as the “construct” conceptions, beliefs, and models about how they teach and how students learn.

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Implicit vs. Explicit

* of course this is a false binary

high background

knowledge

not too complex or

abstract

has worked in the

past w/this content

low background

knowledge

very complex or

abstract

has proved difficult

for most students in

my past experience

** In either case, we are accountable for the outcome –

check for understanding IF they

did not discover/figure it out – we TEACH it - explicitly !

AND

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My “Go-to” �High-Leveraging Instructional Practices

for DLI Classrooms

Explicit Instruction 0.57
Opportunities to respond 0.60
Feedback 0.75
Vocabulary instruction 0.67
Student Discussion 0.82

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Why Study the Research Base?

As teachers, we are not born knowing how to teach! Teaching is an acquired skill.
Effective instruction is a science! Reflection and introspection are insufficient. Fads and trends can mislead us.
Student failure is unnecessary! If all but 2–5 percent of students can learn grade level skills to a level of mastery, it is our responsibility to employ “best practices” to ensure they DO.

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Instruction matters

“Two different meta-analyses of research on factors that impact student achievement found that the quality of instruction students receive in their classrooms is the most important variable in student achievement. Those same studies also noted the wide disparity in the quality of instruction within the same school.”

Dufour & Marzano, 2011

(Studies referenced: Hattie, 2009; Marzano, 2003)

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“How well we teach�=�How well they learn”�

~ Anita Archer

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do good

be well

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