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"Every student deserves a great teacher, not by chance, but by design."
Being intentional about using the best learning designs for our students at the right time.

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I agree with Kim about the power of learning as a change over time. Using student goal setting, working with students to help them understand where they are at in demonstration of their learning, pre / post assessments all have so much power to change individual mindset and school culture to one where learning is explicit and able to be demonstrated by more than a single score on a test, grade on a report card

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Surface to deeper level understanding through focussed and explicit questioning.

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When considering how high the effect size for feedback is (0.79) it's important to allow students to receive feedback from teachers, peers, and have the opportunity to self-reflect on their learning

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The Neuroligical Impress Method.

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Response to Intervention has an effect size of 1.07. How do we make our RTI processes as effective as possible? (Screening, Quality Core, Progress Monitoring)

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The four conditions that need to be in place before teachers can examine the impact of their teaching...clear learning intention, clear success criteria, quality is defined, and students know where they stand in relation to the criteria for success.

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Purpose, context, and timing of practices all matter and must be considered. Some of the high-impact strategies are more effective when focused on surface-level learning while other work better for deep learning.

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I appreciated the distinction between learning as achievement vs. learning as a measure of change in knowledge or skills over time.

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Class discussion (.82) - something that crosses all subject areas, and addresses needs of all skill levels

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Effect size for ability grouping =0.12. Grouping needs to be needs based and flexible.

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Success criteria is necessary to have in place when implementing any type of instruction and not limited to supplemental or intensive intervention.

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Effect size for feedback= 0.75 which places it in the top 10 influences on achievement.

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Teachers with strong self efficacy are more open to new ideas and are more willing to experiment with new methods to better meet the needs of their students

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Assessment-Learning is a measure of change over time, not a one time post assessment. How do we help teachers make the shift from giving report card driven assessments to assessing along the way?

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I agree with Sherrie about surface compared to deeper learning because it makes our students learn its acceptable to question their learning and dig deeper.

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Surface to deep learning strategies

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I really like the idea of having teachers calculate effect size.

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I love the idea of having teachers calculate effect size. This should be a normal part of practice.

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Effect size for collective teacher efficacy=1.57.

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Teacher clarity at 0.75 really stood out to me. What more can we be doing around the idea of "success criteria"?