There many things that influence student learning. Some influences have a large positive effect, some have a small positive effect, some have a negative effect and some have no effect.
Some influences can be changed and some cannot. Of the influences that can be changed, some are easier and some are harder. Some require less work and some require more work. Some are inexpensive and some are costly.
Ideally we want to do the things that have the biggest positive effect, are the easiest to do, and require a manageable amount of effort.
Teachers make a huge difference.
What we do matters.
In the context of positive teacher-student relationships, classrooms where students can confidently answer the following three questions (Timperley & Hattie) have the highest achieving students.
Strategies that Get Us There
- makes explicit the what and why of student learning
- shows what success looks like
- encourages open-ended and probing questions
- allows students to receive, and give, descriptive feedback
- ultimately results in students owning their learning and recognizing the influence that they themselves have on their learning
Example of what it could look like for a Science 9 Biology Unit
First, start with the Prescribed Learning Outcomes (PLOs) in the Integrated Resource Package (IRP).
Level 1: Photocopy & handout the Suggested Achievement Indicators
Level 2a: Re-write in “student friendly language”
Level 2b: Re-vise/Re-order and Emphasize/De-emphasize
Level 3: Separate into KNOW’s & DO’s
Level 4: Articulate the “Big Ideas