All Learning is Social and Emotional
Doug Fisher PUBLIC SPIRIT AGENCY AND IDENTITY
Respect for others Recognize strengths Courage Self-confidence Ethical responsibility Self-efficacy Civic responsibilty Perseverance and grit Social justice Growth mindset Service learning Resiliency Leadership Integrated SEL
SOCIAL SKILLS AND RELATIONSHIPS EMOTIONAL REGULATION Build relationships Identify emotions Repair relationships Accurate self-perception Communication Impulse control Empathy Delayed gratification Prosocial skills Stress management Sharing Coping Teamwork COGNITIVE REGULATION Metacogntiion Help-seeking Attention Decision-making Goal setting Organizational skills Recognizing and resolving problems
PUBLIC SPIRIT AGENCY AND IDENTITY
Respect for others Recognize strengths Courage Self-confidence Ethical responsibility Self-efficacy Civic responsibilty Perseverance and grit Social justice Growth mindset Service learning Resiliency Leadership Integrated SEL
SOCIAL SKILLS AND RELATIONSHIPS EMOTIONAL REGULATION Build relationships Identify emotions Repair relationships Accurate self-perception Communication Impulse control Empathy Delayed gratification Prosocial skills Stress management Sharing Coping Teamwork COGNITIVE REGULATION Metacogntiion Help-seeking Attention Decision-making Goal setting Organizational skills Recognizing and resolving problems Clip charts everywhere Replacement ideas
Did you steal the conflict?
Steal the conflict PUBLIC SPIRIT AGENCY AND IDENTITY
Respect for others Recognize strengths Courage Self-confidence Ethical responsibility Self-efficacy Civic responsibilty Perseverance and grit Social justice Growth mindset Service learning Resiliency Leadership Integrated SEL
SOCIAL SKILLS AND RELATIONSHIPS EMOTIONAL REGULATION Build relationships Identify emotions Repair relationships Accurate self-perception Communication Impulse control Empathy Delayed gratification Prosocial skills Stress management Sharing Coping Teamwork COGNITIVE REGULATION Metacogntiion Help-seeking Attention Decision-making Goal setting Organizational skills Recognizing and resolving problems Assessment-capable Learners
• Know their current level of understanding • Know where they’re going and are confident to take on the challenge • Select tools to guide their learning • Seek feedback and recognize that errors are opportunities to learn • Monitor their progress and adjust their learning • Recognize their learning and teach others 0.5
Reverse effects Zone of desired effects
Assessment-capable Learners: d = 1.44
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge. Assessment- capable Learners know their current level of understanding
Self-Assessment Conferencing Pre-Assessment Estimating task difficulty Assessment-capable Learners know where they’re going and are confident to take on the challenge • Teachers know what students need to learn • Teachers communicate learning intentions to students
• Teachers and students understand success criteria 0.5
Reverse effects Zone of desired effects
Teacher Clarity: d = 0.75
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.
Three Questions
What am I learning today?
Why am I learning this?
How will I know that I have learned it?
Assessment -capable Learners select tools to guide their learning TEACHER RESPONSIBILITY
“I do it” Focus Lesson Guided “We do it” Instruction
Collaborative “You do it together”
Independent “You do it alone”
STUDENT RESPONSIBILITY
A Structure for Instruction that Works Practice in Action: Kindergarten Writing Learning Intentions and Success Criteria Practice in Action: Kindergarten Writing Goal Setting Practice in Action: Kindergarten Meeting with Students About Goals Practice in Action: Kindergarten Informational Writing 0.5
Reverse effects Zone of desired effects
Study Skills: d = 0.59
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge. • Cognitive study skills typically usually involve a task, such as notetaking or summarizing • Metacognitive study skills describe self- management, such as planning and monitoring • Affective study skills involve motivation, agency, and self-concept Formative Practice Testing
(Adesope, Trevisan, & Sundararajan, 2017) Formative Practice Testing
Lots of practice tests didn’t increase student learning. Once is often enough.
(Adesope, Trevisan, & Sundararajan, 2017) Formative Practice Testing
Feedback paired with the practice test enhances learning.
(Adesope, Trevisan, & Sundararajan, 2017) Formative Practice Testing
Their usefulness was strong at both the elementary and secondary levels.
(Adesope, Trevisan, & Sundararajan, 2017) Formative Practice Testing
The value of formative practice tests is in students reflecting on their results.
(Adesope, Trevisan, & Sundararajan, 2017) To be Strengths: achieved: Complex Complex tasks I got tasks I got right wrong: My next steps
Gaps: Achieved: Easy tasks I got wrong: Easy tasks I got right Things I need to practice
E-asTTle, New Zealand online assessment Assessment- capable Learners seek feedback and recognize that errors are opportunities to learn 0.5
Reverse effects Zone of desired effects
Feedback: d = 0.75
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge. Not all feedback is effective!
Did you ask for help?
Did you offer help?
Did you nicely decline help so you could try it yourself?
Did you accept help?
Assessment-capable Learners monitor their progress and adjust their learning
Sara explained the writing rubric, used reasoning to argue her status, and conveyed a set of experiences about writers at each level. Areas that Need Work Success Criteria Evidence of Exceeding Standards
Topic introduced effectively. Related ideas grouped together to give some organization. Topic developed with multiple facts, definitions, details. Linking words and phrases connect ideas within a category of information. Strong concluding statement or section.
5th Grade Writing Rubric Self- assessment in elementary Assessment-capable Learners recognize their learning and teach others • A student who possesses more knowledge than another coaches or teaches one with less knowledge on the topic.
Peer Tutoring (0.55) Assessment-capable Learners
• Know their current level of understanding • Know where they’re going and are confident to take on the challenge • Select tools to guide their learning • Seek feedback and recognize that errors are opportunities to learn • Monitor their progress and adjust their learning • Recognize their learning and teach others Thank you!