Southwest Plains Regional Service Center
Professional Learning
Leavenworth, Kansas
August, 2016
John Almarode, Ph.D.
James Madison University
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Strategies
2 1. Learners must be clear about the learning
intentions and criteria for success in the
classroom.
2. Learners need opportunities to recall,
reorganize, and make meaning of learning.
3. Learners need to engage in an appropriate
pace of instruction, based on their level of
readiness.
4. Teachers’ fundamental task is to use
formative assessment that evaluates the
effect of the learning experience on students’
learning and achievement.
3 Establishing Relevancy
and Motivation
1. Motivating students to engage in
learning requires the students to
perceive a kno____________ g____.
2. The ability to close this kno____________
g____ must be perceived as realistic
and doable, with scaf___________.
3. Teachers help students perceive these
kno________ g_____ by explicitly
identifying the int__________ of the
lesson and showing them what
su________ looks like at the end.
Strategies
4 Illusion of
Explanatory Depth
Illusion of Competence
Interleaving Practice
Strategies
5 Monitoring the Pace
of Instruction
The students don’t have the
w_________ m_________ to store new
con________.
Students have limited
phys______ re________
(gl_______, ace________, etc.)
to make new
me___________.
The student brain doesn’t
have the space in the
hi___________ to make even
a tem__________ memory.
Focused
Thinking
Diffuse
Thinking
6 …evidence about
student [progress]
is elicited,
interpreted, and
used by teachers,
learners, and their
peers, to make
decisions about
next steps in
instruction…
Formative
Evaluation:
The Crystal Ball
of Learning
Black & Wiliam, 2009, p. 9
How often do we
look into the crystal
ball?
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Bangert(Drowns,.R..L.,.Kulik,.J..A.,.&.Kulik,.C..C..(1991)..Effects.of.classroom.tesDng..Journal(of(Educa-onal(Research,(85(2),.89(99..
7 Make Student Thinking
Visible…
1. Ask students to ob_________ and
de__________ what they “see”.
2. Build ex_____________ and int______________.
3. Re_______ with ev__________.
4. Make co____________.
5. Consider different v_____________ and
pe_______________.
6. Capture the big i_____ and form
co_____________.
7. Promote inquiry or the a________ of more
q__________.
8. Uncover the co___________ by going below
the s__________.
Ritchhart, Church, and Morrison, 2011
Strategies
8 Where
to next?
0.73
Hattie, 2014
9 The Structure of Observed Learning
Outcomes
SOLO Taxonomy
10 Success Criteria
Opportunities to
Respond
Feedback
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