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Unit Reflections - UDL and Assessment-capable Learners

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Unit Reflections - UDL and Assessment-capable Learners

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How might we honor our students' agency across our assessment practices?

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How might we honor our students' agency across our assessment practices?

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Metacognition - when students understand themselves as learners and have a shared language for monitoring and evaluating their own learning, they are able to make choices about how to show learning.  Teachers need to guide students to make appropriate choices and navigate choices.

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- Co - constructed learning criteria,
- Students know where they're at and where they're going
- Voice and Choice on how they reflect their learning.

If the learning criteria is clear, the way they reflect and demonstrate their learning could be more open.

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Students are authentic part of assessment process.
Build in time to develop thinking and reflection skills.
Allow students ownership of the process e.g. flexibility, when to take the assessment, choice of tools.
What happens to the data? Showing students that assessment is part of the learning / teaching cycle, it is not an end-product.
Bring students into this process of when they used different tools and approaches.
Integrated into the process, not separate.

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Link to purchase on Amazon

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How could these surveys be structured to build a growth mindset. The checklist seems to rely on a fixed sense.

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Can we look at how to modify these profiles for younger learners

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Can we look at how to modify these profiles for younger learners

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Could children be invited to identify something (a way of learning or showing what they know) that they would like to try - ie something new as well as existing preferences?

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Could children be invited to identify something (a way of learning or showing what they know) that they would like to try - ie something new as well as existing preferences?

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Technological tools/accommodations that you use to support your learning

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Technological tools/accommodations that you use to support your learning

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Assessment-Capable Learners (May 2021) (1)

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Hattie, Fisher, Frey (Assessment Capable Learners)

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Hattie, Fisher, Frey (Assessment Capable Learners)

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student-centered learning - united states

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visible learning; developing assessment-capable learners; john hattie; douglas fisher; nancy frey

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Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy)

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Buy Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy): Read Kindle Store Reviews - Amazon.com

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Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.

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Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently.

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Do you like apps? Do you use them in the classroom? Not every district, school, or parent has the ability to support apps in the day-to-day learning environment, but for those that can, there are some fun, effective, tried-and-true apps that can make a tremendous difference in the lives of diverse learners.

Many states now require incorporating technology into standardized testing, so the number of systems with the ability and willingness to support apps and software is also increasing. Many teachers and parents enjoy apps just as much as students. Naturally, the apps that are optimal for student learning are those so engaging that students forget or never know that these things were designed as educational tools. In addition to classroom use, apps are a terrific and effective way to encourage continued exploration and engagement over evenings, weekends, or summer break. There are tons of apps to explore, but here are a few favorites that may benefit your diverse learners!

Staying on Track

EpicWin is an organizational or executive function tool that is great for keeping students on task, keeping them from procrastinating, and using gaming to incentivize their tasks. Homework, projects, and chores become a lot more fun with this gamified role-playing app. The more of your everyday life tasks that you complete, the more your characters grow and develop within the game, leading to better scores and adventure. It's a great work/life balance game that is fun for teachers, parents, and students. Simply set up an avatar, enter tasks to complete, assign "epicness" or priority, finish the task, fight a battle, and earn rewards based on the task's epicness.

Picking Up on Social Cues

Sōsh helps students develop social skills and cope with stress or anxiety. It's ideal for students on the autism spectrum, especially those with Asperger's, but it can benefit any student who struggles socially or with anxiety. Sōsh is a fun interactive coaching app that offers a variety of features geared toward socialization and regulating behaviors. The app focuses on the 5 R's to help users:

Students can browse the emotions gallery, set priorities, shred their emotions in the shredder, or pump up the balloon to express their stress level. Sōsh Lite is the free version. While the paid version is pricey, it offers several additional features for enhancing social skills.

Prioritizing Time

Parents, teachers, and older students will appreciate RescueTime's approach to time management. This app is especially effective for older teens, or for anyone who has trouble regulating time. Whether the issue is time spent gaming, on the phone, or on social media, RescueTime helps optimize technology use by identifying wasted time. Students might discover that the time they spend on their choice of digital entertainment borders on addictive. Some may be surprised to learn that they're spending too much time on their phone. RescueTime reveals personal peak times that might be better spent on homework (or grading papers), and it provides visual data of the big picture. There's also a terrific RescueTime blog that shares how other users maximize their time with video commentary. Download the app, set preferences, goals, and alerts, and you're on your way to developing healthier habits and optimizing your time.

Strengthening Math

Todo will send younger elementary students on fun-filled, multi-leveled missions as they advance or as they show deficiency. It's entertaining and provides reinforcement that doesn't feel like reinforcement -- or even like work. Choose the mode of play, set the practice time for up to 15 minutes per session, and solve math quizzes or play along free style. There are multiple levels, and the content has been aligned to meet math standards. Todo has an educational charm that is appealing to diverse learners and abilities. (You can find a demonstration video on Todo Math's homepage.)

Sharpening Language

DuoLingo remains one of the best apps for teaching languages and is equally usable for English-language learners. The app teaches 16 languages and has earned the App of the Year designation from Apple. The best feature of this app is the cost: absolutely free! Getting started on DuoLingo is straightforward -- download, choose the language you want to learn, and you're ready to practice. They have a pictorial guide that can answer most of your questions. The app offers several methods of learning that will meet diverse learner preferences. You can even set timers to remind you to practice at bedtime or in the car.

When parents, teachers, and students partner to use apps for reinforcement, they can make a world of difference in the everyday lives of diverse learners. Mutual understanding of the apps' purposes and features, as well as consistently using them at home and at school, can be incredibly effective. And for most apps, the big plus is that they're free. If there is a cost involved, check with the creators or developers to see if educator or school district discounts are available. In many cases, they are!

What are your favorite apps for diverse learners? Please tell us about them in the comments below.

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Apps to Support Diverse Learners in the Classroom | Edutopia

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Do you like apps? Do you use them in the classroom? Not every district, school, or parent has the ability to support apps in the day-to-day learning environment, but for those that can, there are some fun, effective, tried-and-true apps that can make a tremendous difference in the lives of diverse learners.

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John Hattie's defense of his data (2018)

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John Hattie's defense of his data (2018)

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While the Visible Learning research has been spread all over the world and has been transforming schools and the way we teach, we can't be blind to the questions and criticisms that have also arisen from that spotlight.

I'd like to take this opportunity to address several of the criticisms we see more often below and, hopefully, clear the lens a bit as well as open to any other questions people might have. You can submit questions for me here. I am also writing a white paper, which will be released in the next few months, that provides much more detail about common criticisms of the Visible Learning research.

Criticism #1. You keep adding more meta-analyses and more influences.

More need to be added, because this is the nature of research-we continually question, query, replicate, and validate previous studies. It's exciting to us that researchers are still finding fascinating influences to investigate and thus they can be added to the database.

Furthermore, I believe science progresses via falsifiability. If the next meta-analyses question the underlying Visible Learning model, I want to be the first to acknowledge this. So far, though, every meta-analysis added provides confirmation, not disconfirmation.

Criticism #2. The Visible Learning research includes old studies.

Yes, some of the studies are "historical"-i.e., they report past finding. That is what "re-search" means. The aim is to learn from what has occurred to better inform where to go, in the same way that checking your rear-view mirrors while driving helps you move forward safely.

To ignore the past permits the opinions, fads, beliefs, and desires that were once disproven to rise again. Our mission-educating students-demands more and, at minimum, we should not repeat our past errors. We need to be able to optimize the highest probability interventions. We also have a lot to learn about what has worked best in the past and endeavor to scale this up for the future.

Criticism #3. It's wrong to focus solely on influences with the highest effect sizes and leave out all the lows.

Agreed. Some of the low effects may be critical, and remember that the research and the effect sizes are, first and foremost, a summary, so there may be exceptions.

Take Homework (0.29 ES) as an example. Meta-analysis has shown that the amount of homework a student does in primary school has no effect on student achievement or progress (.00 ES). This research isn't saying that there should be no homework, but there is much opportunity to improve the effects of homework. If schools are going to give homework then the focus should be on how much and what type is given and whether it's really of any use or just busy work.

Additionally, it is critical to ask why some effect sizes are so low. One of my interests is exploring some of these-open environments, class size, retention, and subject-matter knowledge in particular. For example, I have been considering why the effects are so low for class size, especially when it should be expected that reduced class size would allow more opportunities for introducing some of the higher effects (Hattie, 2010).

Just because an effect is not >0.40 does not mean it is not worthwhile. It means it may need deeper exploration.

Further, the .4 average is across all influences and may not be applicable to a local context. For example, if you are looking for narrower outcomes (e.g., vocabulary knowledge) it is likely the effect will be larger than if looking for a wider outcome (e.g., creativity); if you are looking at changes in numeracy in elementary school it is likely the effect will be larger than in high school; it is critical to use the right notion of "average effect-size" depending on context. Hence, the imperative to "Know thy Impact."

Criticism #4. The research excludes qualitative or mix-methods studies that might support the use of some influences that are ranked lower (e.g. class sizes).

Yes, qualitative studies were not included because their findings can't be quantified in a manner to be used in a meta-analysis.

However, one of the most exciting developments since Visible Learning was published is the emergence and growth of meta-synthesis of qualitative studies and I look forward to reading a synthesis of these studies that's similar to the Visible Learning work.

Criticism #5. Visible Learning seems to ignore the debate about content or what subject matter is worth learning.

Visible Learning is not about the aims of education, nor a treatise of what is worth learning. I've written on these topics elsewhere-and they are critical topics-but the purpose of Visible Learning was specifically to understand what works best in supporting student achievement.

Criticism #6. Visible Learning is only focused on achievement, but this is not the only thing school is about.

I actually start my book, , by saying that, "of course, there are many outcomes of schooling, such as attitudes, physical outcomes, belongingness, respect, citizenship, and the love of learning. This book focuses on student achievement, and that is a limitation of this review " (p.6).

Others are now synthesizing effects relating to motivation, interest, and affect. We have also recently synthesized "How We Learn" (Hattie & Donoghue, 2016). I wish others would synthesize health and physical outcomes, and the importance of school being an inviting place to attract students to want to return to. I am delighted when this more rounded view of the many outcomes of schooling is reviewed. Achievement, though, remains central to the outcomes of schooling, and that's why it was my focus.

Got questions for John Hattie about Visible Learning? Submit your question here and it might be answered in another blog post!

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author: Nicky Mohan, Ian Jukes, and Ryan Schaaf

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author: Karen Karp, Sarah Bush, and Barbara Dougherty

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author: Julie Stern, Krista Ferraro, Kayla Duncan, and Trevor Aleo

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Clearing the Lens: Addressing the Criticisms of the VISIBLE LEARNING Research | Corwin Connect

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Share on FacebookShare on TwitterShare on Linkedin While the Visible Learning research has been spread all over the world and has been transforming schools and the way we teach, we can't be blind to the questions and criticisms that have also arisen from that spotlight. [...]

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ECIS Library 2021 has 565 members. Welcome to one of the largest international school library meet-ups in the world! We are holding our 9th triennial virtually as #LibrariesWeek from May 23-29,...

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TCRWP with Kate Roberts

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Assessing Endings to Persuasive Essays in Order to Clarify Expectations and Inform Essay Revisions (5-8)

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This practical follow-up to Bray and McClaskey's first book, Make Learning Personal: The What, Who, Wow, Where, and Whybrings theory to practice. Teachers will find the tools, skills, and strategies needed to personalize learning and develop self-directed, independent learners with agency.

Discover how to get started and go deeper by building a shared vision that supports personalized learning using the Universal Design for Learning (UDL) framework. Also included are:

Tools and templates such as the Learner Profile, Personal Learning Backpack, Personal Learning Plan, as well as tips for lesson design and PBL

Lesson and project examples that show how teachers can change instructional practice by encouraging learner voice and choice

QR codes and links to the authors' website for electronic versions of tools, templates, activities, and checklists

Looking for extra resources? Check out the Personalize Learning website for more content!

Create a powerful shift in education by building a culture of learning so every learner is valued.

"If you are looking for a step-by-step guide on what personalized learning is and how to implement it, while being inspired and gaining ideas to implement immediately, this is definitely the book to read!"

Diana Petschauer, Assistive Technology Professional, CEO

AT for Education & Access4Employment, Wolfeboro Falls, NH

"Barbara and Kathleen present well-tested strategies for personalization within a coherent framework. This highly practical book forms a reliable foundation for empowering a community striving to make schools work for all learners."

John H. Clarke, Professor Emeritus, University of Vermont

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how to personalize learning: a practical guide for getting started and going deeper (corwin teaching essentials)

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personalized learning; universal design for learning; udl; blended learning; personalization

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How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper (Corwin Teaching Essentials)

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Buy How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper (Corwin Teaching Essentials): Read Kindle Store Reviews - Amazon.com

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udl now!: a teacher's guide to applying universal design for learning in today's classrooms

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education / teaching methods & materials / general

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k-12; curriculum; teacher preparation; special education; udl; universal design for learning; technology; inclusion classroom; inclusive education; classroom practice; teaching materials; special ed; pedagogy

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social science / people with disabilities

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education / teaching methods & materials / general

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social science / people with disabilities

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UDL Now!: A Teacher's Guide to Applying Universal Design for Learning in Today's Classrooms

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UDL Now!: A Teacher's Guide to Applying Universal Design for Learning in Today's Classrooms [Novak EdD, Katie, Rose Ed.D, David H] on Amazon.com. *FREE* shipping on qualifying offers. UDL Now!: A Teacher's Guide to Applying Universal Design for Learning in Today's Classrooms

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student-centered learning - united states

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visible learning; developing assessment-capable learners; john hattie; douglas fisher; nancy frey

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Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy)

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Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy) [Frey, Nancy, Hattie, John, Fisher, Douglas] on Amazon.com. *FREE* shipping on qualifying offers. Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy)

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clarity for learning: five essential practices that empower students and teachers (corwin teaching essentials)

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student participation in curriculum planning.

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student participation in curriculum planning

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student participation in curriculum planning.

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formative assessment; learning intentions; success criteria; visible learning; feedback; clarity

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Clarity for Learning: Five Essential Practices That Empower Students and Teachers (Corwin Teaching Essentials)

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Clarity for Learning: Five Essential Practices That Empower Students and Teachers (Corwin Teaching Essentials) [Almarode, John T., Vandas, Kara L.] on Amazon.com. *FREE* shipping on qualifying offers. Clarity for Learning: Five Essential Practices That Empower Students and Teachers (Corwin Teaching Essentials)

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How can we . . .
Help students see themselves in a more positive, confident, and personally fulfilling light?
Cultivate the conditions for agency and equity in our classrooms and schools so all learners can thrive?
Shift education so that our students become more empowered, more competent, and more compassionate young people?

Trevor MacKenzie takes another deep dive into inquiry as he examines the role of assessment in education through the lens of co-designing and co-constructing with students. In Inquiry Mindset: Assessment Edition, he outlines the beliefs, values, and frameworks that allow teachers to scaffold assessment infused with student voice, understanding, and autonomy.

Inquiry Mindset: Assessment Edition offers practical ways to . . .

Co-design assessment with your students to create both a sense of belonging and ownership over learning in the classroom.

Establish greater clarity and a deeper understanding for your students in how they'll be assessed.

Positively impact achievement and scores as well as your students' sense of self and personal responsibility and autonomy.

Give your learners an authentic seat at the assessment table!

"If you value inquiry and seek to develop reflective, self-directed students, get this book. It is brimming with advice and seasoned with soul. Your students will thank you."
- Jay McTighe, coauthor of the Understanding by Design® framework

"I work with schools around the world to help them redesign and align their curriculum and assessment, and this is a book I'll be recommending to those schools from now on. It's a perfect starting point for the work educators need to do to make assessment authentic, meaningful, and powerful."
- Alexis Wiggins, teacher, author of The Best Class You Never Taught

"In Inquiry Mindset: Assessment Edition, Trevor responds to the need for a personalized, reflective, collaborative, and responsive assessment experience for all learners. Trevor's rich and reflective stories, inspiring ideas, carefully crafted processes, and guiding questions are inspiring, intentionally scaffolded, practical, and applicable to all age groups. "
-Rebecca Bushby (Bathurst-Hunt), teacher and coauthor of Inquiry Mindset: Elementary Edition

"This is music to my ears! Clear, personal, and eminently practical, Trevor MacKenzie's new book will be core reading for all those who, like me, believe that education has to be about building character as well as knowledge."
-Guy Claxton, author of The Learning Power Approach

" Inquiry Mindset: Assessment Edition builds on the foundation of that inquiry, infusing more student voice, agency, and meaning into our assessment practice. A must-have in your classroom and schools!"
-Adrienne Gear, teacher, author, speaker

"Trevor helps his students develop and grow their capacities to become more self-assessing. He provides metacognitive prompts, reflective questions, and many processes that bring student voice into practice with a clarion call for inquiry and engagement as an integral part of evaluating their work."
-Bena Kallick, author of Learning and Leading with Habits of Mind

"Trevor offers solid, practical guidance, underpinned by his unwavering passion for an approach that positions the student as an empowered participant in the learning journey for which they are ultimately responsible. I have no doubt teachers will find this a valuable addition to their collection."
-Kath Murdoch, teacher, author of The Power of Inquiry

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inquiry mindset assessment edition: scaffolding a partnership for equity and agency in learning

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assessment; inquiry methods; project based learning; testing; equity in education; personalized learning

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Inquiry Mindset Assessment Edition: Scaffolding a Partnership for Equity and Agency in Learning

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Inquiry Mindset Assessment Edition: Scaffolding a Partnership for Equity and Agency in Learning [MacKenzie, Trevor] on Amazon.com. *FREE* shipping on qualifying offers. Inquiry Mindset Assessment Edition: Scaffolding a Partnership for Equity and Agency in Learning