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Page 1: PROCEDE 2014: Creating High Effect Learning Environments
Page 2: PROCEDE 2014: Creating High Effect Learning Environments
Page 3: PROCEDE 2014: Creating High Effect Learning Environments

Chocolate Boosts Brain Power!

Page 4: PROCEDE 2014: Creating High Effect Learning Environments
Page 5: PROCEDE 2014: Creating High Effect Learning Environments

Creating High Effect Learning Environments

Julie Hobbs, ASSET

Carol Marriott, ASSET

People Passion Proof The Data Difference

PROCEDE 2014

Page 6: PROCEDE 2014: Creating High Effect Learning Environments

Data – What are the Facts?

Page 7: PROCEDE 2014: Creating High Effect Learning Environments

Find the Facts

My 9 Truths of Data Analysis

- Ronald S. Thomas (2011)

Page 8: PROCEDE 2014: Creating High Effect Learning Environments

What Do You Know about a Data Path ?

Data Path Where does it lead?

Page 9: PROCEDE 2014: Creating High Effect Learning Environments

The Plan for Today �  Find the facts about Data Truths.

�  Understand the data trail sequence, with a focus on “Action”.

�  Learn about the components of a high effect learning environment.

�  Learn how to help teachers move toward purposeful strategies that achieve their goals using centre administrator and teacher walk-throughs.

Page 10: PROCEDE 2014: Creating High Effect Learning Environments

I will know that I am successful as a teacher when you can: 1.  Identify two or more components of a

high effect learning environment.

2.  Identify a “Next step” in moving to action when working with your teachers.

Page 11: PROCEDE 2014: Creating High Effect Learning Environments
Page 12: PROCEDE 2014: Creating High Effect Learning Environments

Why Data?

Page 13: PROCEDE 2014: Creating High Effect Learning Environments

Taking Action

“There is no way to bridge the gap between data and results without changing what is taught, how it is taught, and how it is assessed.” Nancy Love

Page 14: PROCEDE 2014: Creating High Effect Learning Environments

Data Inquiry Path ACTION

�  Develop and implement action plan

�  Support changes in practice

�  Monitor and assess progress

�  Maintain momentum

Page 15: PROCEDE 2014: Creating High Effect Learning Environments

Classroom Instruction that Works Visible Learning for Teachers

THE FRAMEWORK FOR INSTRUCTIONAL PLANNING

Page 16: PROCEDE 2014: Creating High Effect Learning Environments
Page 17: PROCEDE 2014: Creating High Effect Learning Environments

Creating the Environment for Learning

� Setting objectives and providing feedback.

� Reinforcing effort and providing recognition.

� Cooperative learning.

Page 18: PROCEDE 2014: Creating High Effect Learning Environments

Setting Objectives and Providing Feedback. � Teachers set objectives to ensure that students’

journeys with learning are purposeful.

� Providing feedback specific to learning objectives helps students improve performance and solidify understanding.

Page 19: PROCEDE 2014: Creating High Effect Learning Environments

Inside/Outside Circle

One Thing I’ve Learned So Far…

Page 20: PROCEDE 2014: Creating High Effect Learning Environments

Cooperative Learning “Jigsaw”

Page 21: PROCEDE 2014: Creating High Effect Learning Environments
Page 22: PROCEDE 2014: Creating High Effect Learning Environments

Looking for missed “opportunities”

Page 23: PROCEDE 2014: Creating High Effect Learning Environments

Ticket out the Door… What is your Take-Away from this session?

What is your next step?

Page 24: PROCEDE 2014: Creating High Effect Learning Environments

What is your take-away from this session?

What is your next step? Next steps?

Name ________________________ School/Centre ____________________________

Email Address__________________ School Board ______________________________

Page 25: PROCEDE 2014: Creating High Effect Learning Environments

Have a great conference! Julie Hobbs Carol Marriott [email protected] [email protected]


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