eq-ees-teacher-evaluation
eq-ees-teacher-evaluation eq-ees-teacher-evaluation
Homework (d=0.29) (Elem .15) (HS .64) Title Description Involves “tasks assigned to students by teachers that are meant to be carried out during non-school hours.” Effects twice as large for high as for junior high, and twice as large again for junior high as for elementary. Smallest effects in math. Largest in science and social studies with English in the middle. Effects greater for higher than lower ability students. Homework for some reinforces that they cannot learn by themselves. Can undermine motivation and internalize incorrect routines and strategies. ST 1 ST 2 ST 3 ST 4 ST 5 ST 6 ST 7 ST 8 ST 9 1 2 3 4 5 1 2 3 4 5 6 1 2 3 1 2 3 1 2 3 1 2 3 4 1 2 3 4 5 6 1 2 3 1 2 3 x x x x Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge.
Teacher Growth Guide 1.1 – Hattie Research Standard 1: Content knowledge aligned with appropriate instruction. The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students. Quality Indicator 1: Content knowledge and academic language Emerging Developing Proficient Distinguished 1E1) The emerging teacher… 1D1) The developing teacher also… 1P1) The proficient teacher also… 1S1) The distinguished teacher also… Knows and can demonstrate breadth and depth of content knowledge and communicates the meaning of academic language. Delivers accurate content learning experiences using supplemental resources and incorporates academic language into learning activities. Infuses new information into instructional units and lessons displaying solid knowledge of the important concepts of the discipline. Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge. Has mastery of taught subjects and continually infuses new researchbased content knowledge into instruction. Score = 0 1 2 3 4 5 6 7 Instructional Quality (1.00 effect size) Teachers ability to identify essential representations of the subject; guide learning through classroom interactions; monitor learning and provide feedback; attend to affective attributes; and influence student outcomes; Includes students view of the teaching quality. Direct Instruction (.82 effect size) Active learning in class. Seven steps include: Define learning intentions; aware of and know success criteria of performance; building commitment and engagement in the learning task; presentation of the lesson; guided practice (work is marked and corrective work); closure; and independent practice. Students’ work is marked in class and they may do corrective work. Comprehensive Interventions for LDS (.77 effect size) Combine direct instruction with strategy instruction with extended, deliberate practice; emphasis on meta-cognition Teacher Clarity (.75 effect size) Important for the teacher to communicate the intention of the lesson and the notion of what success means for these intentions Reciprocal Teaching (.74 effective size) Teaching cognitive strategies intended to lead to improved learning outcomes. Emphasis on teachers enabling students to learn and use strategies such as summarizing, questioning, clarifying, and predicting. Dialogue between teacher and students around text. Students take turns as teacher and lead dialogue to bring meaning to written word with assistance to learn to monitor their own learning and thinking. Providing Worked Examples (.57 effect size) A form of demonstrating to students what success looks like; typically consist of a problem statement and the appropriate steps to a solution. Three steps: introductory phase, acquisition/training phase, test phase (assess learning). Reduces cognitive load for students such that they concentrate on the processes that lead to the correct answer and not just providing an answer.
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Homework<br />
(d=0.29)<br />
(Elem .15)<br />
(HS .64)<br />
Title Description<br />
Involves “tasks assigned to<br />
students by <strong>teacher</strong>s that are<br />
meant to be carried out during<br />
non-school hours.” Effects twice as<br />
large for high as for junior high,<br />
and twice as large again for junior<br />
high as for elementary. Smallest<br />
effects in math. Largest in science<br />
and social studies with English in<br />
the middle. Effects greater for<br />
higher than lower ability students.<br />
Homework for some reinforces<br />
that they cannot learn by<br />
themselves. Can undermine<br />
motivation and internalize<br />
incorrect routines and strategies.<br />
ST 1 ST 2 ST 3 ST 4 ST 5 ST 6 ST 7 ST 8 ST 9<br />
1 2 3 4 5 1 2 3 4 5 6 1 2 3 1 2 3 1 2 3 1 2 3 4 1 2 3 4 5 6 1 2 3 1 2 3<br />
x x x x<br />
Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge.
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