Professional Development to Practice

Effective Teaching/Learning
Practices
An Overview

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The contents of this presentation were developed under a grant from

the US Department of Education to the Missouri Department of
Elementary and Secondary Education (#H323A120018). However,
these contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by
Professional Development to Practice
 Professional Development to Practice

Effective Teaching/ Learning

Practices (EP)

Overview and Purpose

of EP

Overview and
Purpose of
Effective/
Learning
Practices Assessment Spaced versus
Capable Massed
Learners

Reciprocal Feedback
Teaching
 Professional Development to Practice

Norms
Be Respectful
 Be an active listener—open to new ideas
 Use notes for side bar conversations
Be Responsible
 Be on time for sessions
 Silence cell phones—reply appropriately

Be a Problem Solver
 Ask questions as needed to clarify concepts or directions
 Professional Development to Practice

Pre-Assessment
Turn to pages 5 and 6 of your handout and
complete the pre-assessment.

* Handout: FINAL Revised Guided Notes with definitions and pre/post Effective
Teaching/Learning Practices Overview 06032013
 Professional Development to Practice

Today’s Outcomes
By the end of the Effective Teaching/Learning Practices
Overview, you will be able to:
Define an effective teaching/learning practice and rationale for
utilizing effective practices.
Describe four Effective Teaching/Learning Practices and
benefits of each.
Understand that each practice aligns with the Missouri Teacher
Standards.
Explain how the Effective Teaching/Learning Practices will be
implemented at the building, data team, and classroom levels.
Plan key steps to avoid implementation and fidelity drift.
 Professional Development to Practice

Guided Notes
Guided notes are provided to assist with your
note taking throughout this presentation.
This icon in the upper right corner of a slide is
a prompt that there is information for your
guided notes

Handout: FINAL Revised Guided Notes with definitions and pre/post Effective
* Teaching/Learning Practices Overview 06032013
 Professional Development to Practice

Today’s Outcomes
By the end of the Effective Teaching/Learning
Practices Overview, you will be able to:
Define an effective teaching/learning practice and
rationale for utilizing effective practices.
Describe the four Effective Teaching/Learning Practices
and benefits of each.
Understand that each practice aligns with the Missouri
Teacher Standards.
Explain how the effective practices will be implemented
at the building, data team, and classroom levels.
Plan key steps to avoid implementation and fidelity drift.
 Professional Development to Practice

Definition of Effective
Teaching/Learning Practices
Effective Teaching/Learning Practices at the
classroom level are evidence-based effective
methods that are not content related and when
implemented with fidelity and informed
through data can produce positive, sustained
results for every student.
 Professional Development to Practice

Why Use Effective Teaching/

Learning Practices?
Research shows that the ways in which teachers
promote ways of thinking through teaching
practices can enhance students’ information
processing, motivation for learning, and
cognitive development.

Ames & Archer (1988)

 Professional Development to Practice

Why Use Effective Teaching/

Learning Practices?
“Helping teachers create an instructional environment
that effectively assists students to master their learning
and do problem solving is important for early school
successes and provides a basis for expanded school
demands” (p. 528). For teachers and educators,
creating an academic environment based on
learning practices is crucial to students’ learning.

Mercer & Mercer (1998)

 Professional Development to Practice

Why Use Effective

Teaching/Learning Practices?
“To make teaching and learning visible requires
an accomplished ‘teacher as evaluator and
activator’, who knows a range of learning
strategies to build the students’ surface
knowledge, deep knowledge and
understanding, and conceptual
understanding” (p. 18)
Hattie (2012)
 Professional Development to Practice

In Your Own Words

A colleague stops you in the hallway tomorrow
morning and asks you what you learned today. You
have one minute before going to bus duty.
In your own words, develop a definition of an
effective teaching/learning practice and rationale
for using effective practices that you can share in
less than a minute.
Share your definition and rationale with a partner.
 Professional Development to Practice

Today’s Outcomes
 By the end of the Effective Teaching/Learning Practices
Overview, you will be able to:
 Define an effective teaching/learning practice and
rationale for utilizing effective practices.
 Describe the four Effective Teaching/Learning Practices
and benefits of each.
 Understand that each practice aligns with the Missouri
Teacher Standards.
 Explain how the effective practices will be implemented at
the building, data team, and classroom levels.
 Plan key steps to avoid implementation and fidelity drift.
 Professional Development to Practice

Which Four Effective

Teaching/Learning Practices?
The four Effective Teaching/Learning Practices for
which we have materials and supports are
highlighted.

Assessment-Capable Learners (Self-Reported Grades)

Reciprocal Teaching
Feedback
Spaced vs. Massed Practice
 Professional Development to Practice

Assessment-Capable Learners
(Self-Reported Grades)

Definition
Benefits
Hattie Barometer
Alignment to Missouri Teacher Standards
The contents of this presentation were developed under a grant from
the US Department of Education to the Missouri Department of
Elementary and Secondary Education (#H323A120018). However,
these contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by
 Professional Development to Practice

Assessment-Capable Learners
(Self-Reported Grades) Definition
Assessment-Capable Learners (Self-Reported
Grades) is an effective teaching/learning
practice and is defined as students regulating
and facilitating their own learning by
accurately and appropriately answering the
following questions: 1) Where am I going?; 2)
Where am I now?; 3) How do I close the gap?.

Adapted from S. Brookhart, (2012); J. Chappuis (2009); J. Hattie (2012), and J.

Atkin, P. Black, &J. Coffey, (2001).
 Professional Development to Practice

Assessment-Capable Learners
(Self-Reported Grades) Definition (cont.)
Students have a clear understanding of the learning
target; know where they are relative to mastery of
the target based on descriptive feedback; set and
monitor their own achievement goals; and know
how they can revise or refine their performance to
achieve that target.

Adapted from S. Brookhart, (2012); J. Chappuis (2009); J. Hattie (2012), and J.

Atkin, P. Black, &J. Coffey, (2001).
 Professional Development to Practice

Assessment-Capable Learners
(Self-Reported Grades) Benefits
A very efficient way to estimate students' knowledge gain is
simply to ask students to rate how much they have learned
in a given lesson or a set of lessons . . . . .

Student self-reports on their learning is an easy and

apparently legitimate way to obtain information in the
course of walkthroughs or instructional rounds regarding
student achievement within the context of a specific lesson
or set of lessons.”
Marzano, R. J. (2009)
 Assessment-Capable Learners
Professional Development to Practice
(Self-Reported Grades)
6 meta-analyses, 209 studies, Rank 1st

(Self-Reported Grades)
(1.44 effect size)

Hattie, J. (2009). Visible Learning. New York: Routledge

Hattie, J. (2012). Visible Learning for Teaachers. New York: Routledge
 Professional Development to Practice

Assessment-Capable Learners
(Self-Reported Grades) and
Missouri Teacher Standards
Assessment-Capable Learners (Self-Reported
Grades) aligns with the following Missouri
Teacher Standards:
Standard 2, Quality Indicator 2
Standard 6, Quality Indicator 4
Standard 7, Quality Indicators 2 & 3
 Professional Development to Practice

Assessment-Capable Learners
(Self-Reported Grades) and
Missouri Teacher Standards
Standard 2: Student Learning, Growth and
Development
2.2: Student Goals
Standard 6: Effective Communication
6.4: Technology and media communication tools
Standard 7: Student Assessment and Data Analysis
7.2: Assessment data to improve learning
7.3: Student-led assessment strategies
Professional Development to Practice

Reciprocal Teaching

Definition
Benefits
Hattie Barometer
Alignment to Missouri Teacher Standards

The contents of this presentation were developed under a grant from

the US Department of Education to the Missouri Department of
Elementary and Secondary Education (#H323A120018). However,
these contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by
 Professional Development to Practice

Reciprocal Teaching Definition

Reciprocal Teaching is an effective
teaching/learning practice and is defined as
students summarizing, questioning,
clarifying, and predicting; they take turns
being the teacher.
 Professional Development to Practice

Reciprocal Teaching Benefit

“Reciprocal teaching (RT) is an instructional procedure
developed by Palincsar and Brown (1984) to improve
students’ text comprehension skills through scaffolded
instruction of four comprehension-fostering and
comprehension-monitoring strategies (Palincsar &
Brown, 1984; Palincsar, David, & Brown, 1989; Rosenshine
& Meister, 1994), that is, (a) generating one’s own
questions, (b) summarizing parts of the text, (c)
clarifying word meanings and confusing text passages,
and (d) predicting what might come next in the text.”

Spörer, N., Brunstein, J. C., & Kieschke, U. (2009)

P r o f e s s i o n aReciprocal
l D e v e l oTeaching
pment to Practice
2 meta-analyses, 38 studies, Rank 9th

.74 effect size

 Professional Development to Practice

Reciprocal Teaching and

Missouri Teacher Standards
Reciprocal Teaching aligns with the following
Missouri Teacher Standards:

Standard 1, Quality Indicators 1 & 4

Standard 4, Quality Indicator 3
Standard 6, Quality Indicators 3 & 4
Standard 7, Quality Indicator 3
 Professional Development to Practice

Reciprocal Teaching and

Missouri Teacher Standards
Standard 1: Content knowledge aligned with appropriate
instruction.
1.1: Content knowledge and academic language
1.4: Interdisciplinary instruction
Standard 4: Teaching for Critical Thinking
4.3: Cooperative, small group and independent learning
Standard 6: Effective Communication
6.3: Learner expression in speaking, writing and other media
6.4: Technology and media communication tools
Standard 7: Student Assessment and Data Analysis
7.3 Student-led assessment strategies
Professional Development to Practice

Feedback

Definition
Benefits
Hattie Barometer
Alignment to Missouri Teacher Standards

The contents of this presentation were developed under a grant from

the US Department of Education to the Missouri Department of
Elementary and Secondary Education (#H323A120018). However,
these contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by
 Professional Development to Practice

Feedback Definition
Feedback is an effective teaching/learning practice and is
defined as an integral aspect of instruction and learning
utilizing information provided by an agent (e.g. teacher,
peer, book, parent, self/experience, computer) regarding
aspects of one’s performance or understanding.

The main purpose of feedback is to reduce discrepancies

between current understanding or performance and
some desired level of performance or goal.
 Professional Development to Practice

Feedback includes feedback to students as well as

FROM students in terms of what students know,
what they understand, and when they have
misconceptions.
Feedback is essential to Visible Learning which,
according to Hattie, occurs “When teachers SEE
learning through the eyes of the student AND when
students SEE themselves as their own teachers.”

visiblelearningplus.com
 Professional Development to Practice

Feedback Benefit
“. . . the main purpose of feedback to be to
reduce discrepancies between current
understanding or performance and some
desired level of performance or goal.”

Voerman, L., Meijer, P. C., Korthagen, F. A., & Simons, R. J. (2012)

 Feedback
P r o f e s s i o n 23
a l meta-analyses,
D e v e l o 1287
p m estudies,
nt to Practice
Rank 10th

.73 effect size

 Professional Development to Practice

Feedback and
Missouri Teacher Standards
Feedback aligns with the following Missouri
Teacher Standards:

Standard 1, Quality Indicator 2

Standard 2, Quality Indicators 2 & 5
Standard 6, Quality Indicators 2 & 4
Standard 7, Quality Indicators 1, 2, 3, 4, & 5
 Professional Development to Practice

Feedback and
Missouri Teacher Standards
Standard 1: Content knowledge aligned with appropriate instruction.
1.2: Student engagement in subject matter
Standard 2: Student Learning, Growth and Development
2.2: Student goals
2.5: Prior experiences, learning styles, multiple intelligences, strengths and needs
Standard 6: Effective Communication
6.2: Sensitivity to culture, gender, intellectual and physical differences
6.4: Technology and media communication tools
Standard 7: Student Assessment and Data Analysis
7.1: Effective use of assessments
7.2: Assessment data to improve learning
7.3: Student-led assessment strategies
7.4: Effect of instruction on individual/class learning
7.5: Communication of student progress and maintaining records
Professional Development to Practice

Spaced vs. Massed Practice

Definition
Description/Rationale
Hattie Barometer
Alignment to Missouri Teacher Standards

The contents of this presentation were developed under a grant from

the US Department of Education to the Missouri Department of
Elementary and Secondary Education (#H323A120018). However,
these contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by
 Professional Development to Practice

Spaced vs. Massed Practice

Definition
Spaced vs. Massed Practice is an effective
teaching/learning practice and is defined as spaced
practice being those conditions in which individuals
are given rest intervals within the practice session
and massed practice being those conditions in which
individuals practice a task continuously without rest.

Adapted from J. Donovan & D. Radosevich (1999).

 Professional Development to Practice

Spaced vs. Massed Practice

Benefit
“Repetition of information improves learning and memory.
No surprise there. However, how information is repeated
determines the amount of improvement. If information is
repeated back to back (massed or blocked presentation), it
is often learned quickly but not very securely (i.e., the
knowledge fades fast).

If information is repeated in a distributed fashion or

spaced over time, it is learned more slowly but is
retained for much longer.
Roediger III, H. L., & Pyc, M. A. (2012)
P r o f e s s i Spaced
o n a l Dvs.
e v Massed
e l o p m ePractice
nt to Practice
2 meta-analyses, 63 studies, Rank 12th

.71 effect size

 Professional Development to Practice

Spaced vs. Massed Practice

and Missouri Teacher Standards
Spaced vs. Massed Practice aligns with the
following Missouri Teacher Standards:

Standard 1, Quality Indicator 2

Standard 2, Quality Indicator 3
Standard 6, Quality Indicator 4
 Professional Development to Practice

Spaced vs. Massed Practice and Missouri

Teacher Standards
Standard 1: Content knowledge aligned with
appropriate instruction.
1.2: Student engagement in subject matter
Standard 2: Student Learning, Growth and
Development
2.3: Theory of learning
Standard 6: Effective Communication
6.4: Technology and media communication tools
 Professional Development to Practice

Which Practice?
 This practice has an effect size of 0.71 and refers to
how a teacher schedules practice of new learning for
maximum retention.
 In this practice, student comprehension is increased
through summarizing, questioning, clarifying, and
predicting. The students take turns being the teacher.
 This practice is literally “off the scale” with effect size;
students regulate and facilitate their own learning.
 This practice helps students understand their current
performance in relationship to a desired level of
performance.
 Professional Development to Practice

Today’s Outcomes
By the end of the Effective Teaching/Learning
Practice Overview, you will be able to:
 Define an effective teaching/learning practice and
rationale for utilizing effective practices.
 Describe the four Effective Teaching/Learning Practices
and benefits of each.
 Understand that each practice aligns with the Missouri
Teacher Standards.
 Explain how the effective practices will be
implemented at the building, data team, and
classroom levels.
Plan key steps to avoid implementation and fidelity drift.
 Professional Development to Practice

Effective Teaching/Learning
Practice
Building, Data Team, and Classroom
Implementation

The contents of this presentation were developed under a grant from

the US Department of Education to the Missouri Department of
Elementary and Secondary Education (#H323A120018). However,
these contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by
 Professional Development to Practice

“The teacher must know when learning is

correct or incorrect; learn when to
experiment and learn from the experience;
learn to monitor, seek and give feedback;
and know to try alternative learning
strategies when others do not work” (p.
25).

Hattie (2009)
 Professional Development to Practice

Each Grade Level Team or

Teacher Will:
Identify a content area of English Language
Arts or Mathematics to focus their attention
and to report progress.
Select one or two Effective Teaching/Learning
Practice(s) for the year that all teachers will
agree to start using.
 Professional Development to Practice

The Teacher Will:

 Select the appropriate teaching/learning practice
that meets the instructional needs of all students in
his/her classroom based on data.
 Demonstrate proficiency (knowledge and skills) to
implement the selected teaching/learning practice.
 Implement the selected teaching/learning practice
with fidelity.
 Monitor learning and make changes to the
teaching/learning practice as needed.
 Professional Development to Practice

Teacher/Classroom Level
What data will teachers use to select the
instructional practice for their
classrooms?
How will you know:
that teachers have proficiency in the instructional
practice?
that the instructional practice is implemented with
fidelity?
that appropriate changes are made based on data?
 Professional Development to Practice

Today’s Outcomes
By the end of the Effective Teaching/Learning
Practices Overview, you will be able to:
 Define an effective teaching/learning practice and
rationale for utilizing effective practices.
 Describe the four Effective Teaching/Learning Practices
and benefits of each.
 Understand that each practice aligns with the Missouri
Teacher Standards.
 Explain how the effective practices will be implemented
at the building, data team, and classroom levels.
 Plan key steps to avoid implementation and fidelity
drift.
 Professional Development to Practice

Effective Teaching/Learning
Practices
Avoiding Implementation and
Fidelity Drift

The contents of this presentation were developed under a grant from

the US Department of Education to the Missouri Department of
Elementary and Secondary Education (#H323A120018). However,
these contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by
 Professional Development to Practice

Only when effective practices are fully

implemented should we expect positive
outcomes. Implementation matters.

Blase & Fixsen, 2005, p. 10

 Professional Development to Practice

Steps to Ensuring Fidelity of Implementation

 Consider possible implementation difficulties and be

ready to address them.
 Provide comprehensive training and support materials for
staff with opportunities for practice and corrective
feedback included in the training plan.
 Develop “calibration checks” for teachers to use to
monitor their own implementation (Gunn, n.d., online).

Adapted from “Monitoring Fidelity of Implementation, Center on Innovation and Improvement,” n.d.
 Professional Development to Practice

Steps to Ensuring Fidelity of Implementation

(continued)
Include principals in training with emphasis on what the program
looks like in practice so they can provide effective and ongoing
monitoring and feedback.

Develop a plan for monitoring implementation that includes data

collection, observation of the program as implemented, analysis
of the data, and planning for ways to address off-target
implementation or “poor-fidelity drift.”

Use the fidelity data to identify possible reasons for programs not
performing as expected.
Adapted from “Monitoring Fidelity of Implementation, Center on Innovation and Improvement,” n.d.
 Professional Development to Practice

Reflect
Think of a recent practice or program that
your school has implemented.
Which steps to ensure fidelity of implementation were
followed?
Was the practice or program implemented with fidelity?
How do you know?
Based upon this experience, what would you recommend
your school do/not do to ensure implementation fidelity
of the Effective Teaching/Learning Practice?
 Professional Development to Practice

Post Assessment
Turn to pages 5 and 6 of your handout and
review your answers on the pre-assessment.
As a result of this overview, are there any
answers you need to change?

* Handout: FINAL Revised Guided Notes with definitions and prepost Effective
Teaching Learning Practices Overview 06042013
 Professional Development to Practice

Practice Profile
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential function: Commitment to the success of all students
and to improving the quality of instruction.
E ff e c ti v e T e a c h i n g & L e a r n i n g P r a c ti c e s
Unacceptable
Close to Proficient
Exemplary Variation
(Skill is emerging,
Ideal (Follow-up
Essential but not yet to
Implementation Proficient professional Evidence
Functions ideal proficiency.
(All items are in development
Coaching is
place.) and coaching is
recommended.)
critical.)
Establish and teach Establish and Establish and Academic and Academic
clearly articulated teach clearly teach clearly behavioral and
academic and articulated articulated classroom rules behavior
behavioral academic and academic and and procedures instruction
classroom rules behavioral behavioral are not artifacts
and procedures; classroom rules classroom rules established or
implement and and procedures; are established Lesson
Educators
consistently, and procedures; implement them but not taught. plans of
maintain an
demonstrate implement at beginning of rules
1 effective
methods to assure consistently, year, and can taught
instructional
all students and can describe methods
environment.
understand how describe of assuring all Student
and when to use methods of students data
them. assuring all understand how
students and when to use
understand them.
how and when
to use them.
 Professional Development to Practice

Next Steps: Action=Results

Next Steps: Actions = Results

Content Focus
Collaborative Data Teams Effective Teaching/Learning Practices Common Formative Assessment Data-based Decision-making

School: _________________________ Date Next Steps Form Written:_______________________________

Teams (e.g. grade level or content): _________________________________________________________________________________

Action Planned Responsible Timeline Resources/Support Needed Results

What? Person(s) When? So What?
Who?

What steps will you take to start implementing?

 Professional Development to Practice

References
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology. 80(3),
260-267. Retrieved from http://search.proquest.com/docview/63115714?accountid=14556
Blase, K. A., & Fixsen, D. L. (2005, Summer). The National Implementation Research Network: Improving the science and practice of implementation. CYF News, pp. 8-
12.
Donovan, J.J., & Radosevich, D.J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84
(5), 795-805.
Gunn, B. (n.d.). Fidelity of implementation: Developing structures for improving the implementation of core, supplemental, and intervention programs. Retrieved from
http://74.125.95.132/search?q=cache:9_DqqvdTjYEJ:www.nevadareading. org/resourcecenter/readingprograms.attachment/300169/Program_Implementation_Fidelity-
Developing_Structures.ppt+ fidelity+of+implementation:+developing+structures+for+improving+the+implementation+of+core,+supplemental,+and+in
tervention+programs&cd=1&hl=en&ct=clnk&gl=us
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.
http://visiblelearningplus.com/ retrieved Feb. 5, 2013.
Marzano, R. J. (2009). Setting the record straight on “high-yield” strategies. Phi Delta Kappan, 91(1), 30-37.
Mercer, C.D., & Mercer, A.R. (1998). Teaching Students with Learning Problems. 5th edition. Upper Saddle Valley, NJ: Prentice Hall, Inc.
Monitoring Fidelity of Implementation - Center on Innovation and Improvement, (n.d.). Retrieved from
http://www.centerii.org/handbook/Resources/5_G_Monitoring_Fidelity.pdf
Partnership for 21st Century Skills
1 MASSACHUSETTS AVENUE NW, SUITE 700  WASHINGTON, DC 20001   (202) 312-6429
http://www.p21.org
Roediger III, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of
Applied Research in Memory and Cognition, 1(4), 242-248.
Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning
and Instruction, 19(3), 272-286.
Voerman, L., Meijer, P. C., Korthagen, F. A., & Simons, R. J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education.
Teaching and Teacher Education