Developing Expert Learners Review (Michael McDowell Workshop)

What was the analogy of the "granny shot" with what happens in our classrooms?

• We should abandon techniques that make us look bad.

• Sometimes the simplest (and even unpopular) techniques can be the most effective.

• Players can realize their greatest potential even without coaching.

• High achievement is often a one-time, sporadic occurrence.

What did Prof. Graham Nuthall NOT discover in his research of classrooms?

• The busy classroom is not necessarily the learning classroom.

• 80% of the time, students give incorrect feedback to their peers.

• Most teachers are acutely aware of what is happening with students' learning.

• 80% of what happens in a classroom is "hidden".

What was John Hattie's powerful recommendation for educators seeking to impact student learning?

• "When teachers can see through the eyes of learners, and learners can see themselves as their own teachers."

• "Focus only the strategies with high effect sizes."

• "The research clearly shows class size is inconsequential."

• "Most everything works in education."

Which of the following strategies was considered one of the most effective in John Hattie's meta-analyses?

• Student-assessment capability

• Individualized instruction

• Co-teaching

• Within-class grouping

Select the three questions assessment-capable learners can answer as they progress in their learning.

• "Where am I going?"

• "Where am I now?"

• "What are my next steps?"

• "How will this affect my class ranking?"

What are learning targets (or "learning intentions")?

• Complete, listed standards from the core

• Standards listed only listed on a team's scope and sequence

• The books and short stories students will read within a term

• The lesson-sized chunks of a standard that guide students' daily learning

What are three elements of success criteria aligned to learning targets?

• Provide the ingredients for meeting each learning target

• Avoid tasks and context

• Written at levels of complexity (surface, deep, transfer)

• Must contain cross-curricular elements

In this example, how was the teacher co-creating success criteria with students?

• Students categorized test questions under surface, deep, and transfer, then discussed success criteria at each level.

• Students reviewed the most missed questions from previous examinations.

• This was actually done by the teacher's PLC, separate from the students.

• Students were given these questions, then placed into remediation groups based on ability.

What can students typically do at the surface level of learning?

• Master 80% of the content in various assessment mediums

• Apply several levels of Bloom's Taxonomy

• Dive deeply into inquiry-based learning

• Understand the what and how of a concept ("I know what this is")

What can learners typically do at the deep level?

• Link the skills and rationale of the concepts, usually through an understanding of their relationships

• Demonstrate mastery of DOK 3 and DOK 4 concepts in projects

• Some researchers consider this an "honors"-only level of thinking

• None of the above