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Improving Collective Teacher Efficacy in

Elementary Schools

Steve Ventura Author/Consultant

Corwin Professional Learning www.steveventura.com

steve@steveventura.com 805.975.3853

Welcome-

Some people believe that you can predict the performance of a school simply by

referencing its zip code.

To be sure, socioeconomic level and parent education are import to the success of

students. But practices in schools also contribute significantly to student achievement

and success. So what is it, then, that separates high performing schools from low

performing schools? How can leaders and teachers overcome the “politics of

distraction” when it comes to leading change?

This thoughtful and interactive session will highlight the effective leadership and

teacher profiles necessary to become a high impact school and/or district. Participants

will examine effective instructional practice in order to determine the “impact” on

student achievement and learning. By considering the effects of the practices of

teachers and leaders, schools will be able to make substantial gains in student

achievement.

Thank you for being here. Please let me know if you need additional information. I am

delighted to assist you.

All the best-

Steve Ventura

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Outline of seminar

Learning intentionsBy the end of the day you will:

• understand the leadership actions that have the greatest impact on student outcomes and the importance of leaders as evaluators

• know the type of evidence that can be used to plan developments and the tools available to support this.

Success criteria By the end of the day, you will:

• have reflected on how your leadership actions match the profile of those that make the greatest difference

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Session 1: Leaders as Evaluators

Session 2: Inspired and Passionate Teachers

Session 3: Effective Feedback

Conclusion

Download a synthesis of Visible Learning

Session 1: Leaders as Evaluators: Identifying What Works and Why

Focus questions

To what extent does the leadership team in your school take the role of leaders as evaluators?

To what extent does your leadership team prioritize the things that make the greatest difference to student learning?

In this school, teachers see leaders as:

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Transformational leadership

• inspirational motivation

• individualized support

• sets direction

• vision, group goals, high-performance expectations

• instructional support

• monitoring school activity

• buffering staff from external demands

• fair and equitable staffing

• easily accessible

• high degree of autonomy for the school

Instructional leadership

• classroom observations

• interpreting test scores with teachers

• focusing on instructional issues

• ensuring a coordinated instructional program

• highly visible

• communicating high academic standards

• ensuring class atmospheres are conducive to learning.

Text: 22333

TransfrmInstrct

The general literature on behavior change suggests that people will change their behavior if:

• They have a purpose to believe in.

• Role models (leaders) act consistently.

• They have the skills and capacity for the new behavior.

• Reinforcement systems such as performance measures are consistent.

Robinson, V. Hohepa, M. & Lloyd, C. (2009). School leadership and Student Outcomes: Identifying what works and why. Best evidence synthesis (BES). Ministry of Education. Wellington.

Creating an Effective Leadership Profile - Time reflection log for school leaders

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How much time did you spend doing the following tasks in the last week?

Time/Minutes

Comments

Observing in classrooms

Interpreting assessment scores with teachers

Leading or attending meetings focused on instructional issues

Ensuring a coordinated instructional program

Being highly visible around the school

Communicating high academic standards

Ensuring class atmospheres are conducive to learning

Discussion How much time would your teachers say you spend doing these tasks? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Leadership Dimensions

In the meta-analytic study by Robinson and her colleagues (2008), five key principal leadership practices that positively impact student achievement were identified, and the effect sizes for each were provided. Effect size is a statistical concept that measures the strength of the relationship between two variables. In meta-analyses, effect sizes play an important role in summarizing findings from different studies into a single analysis or effect size. The variables studied were principal leadership actions and student achievement. The five practices in the findings appear below:

1. Resourcing strategically

2. Ensuring an orderly and supportive environment

3. Planning, coordinating, and evaluating teaching and the curriculum

4. Promoting and participating in teacher learning and development

5. Establishing goals and expectations

Leaders need to know which activities make the greatest difference to student outcomes and prioritize these. Leaders must be evaluators, evaluating the impact that they and their teachers are having on student learning on an ongoing basis, and have a disposition to constantly question what needs to be improved and what evidence is needed.

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- Establish Goals and Expectations (Effect Size = )

“Clear goals focus attention and effort and enable individuals, groups, and organizations to use feedback to regulate their performance” (Robinson, et al., 2008, p. 661). Having clear improvement goals and specific teaching strategies can have a direct effect on student achievement at the building by focusing staff members on learning specific researched-based strategies and their impact on student learning. “Goals provide a sense of purpose and priority in an environment where a multitude of tasks can seem equally important and over- whelming. Robinson cautions, however, that goals will only have a motivating effect if three conditions are met:

1. “Teachers . . . need to feel they have the capacity to meet the goal from either their current resources or from the expertise and support they will receive while pursuing the goal.

2. People need to be committed to goals, and this requires that they understand and value them. As long as this is the case, it does not matter whether or not they participate in the actual setting of the goals.

3. Specific, rather than vague goals, are required because specificity makes it possible to judge progress and thus adjust one’s performance.

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Leadership actions My ranking Actual ranking Effect size

Resourcing strategically

Ensuring an orderly and supportive environment

Planning, coordinating and evaluating teaching and the curriculum

Promoting and participating in teacher learning and development

Establishing goals and expectations

- Strategic Resourcing (E.S.= )

This finding was not about the principal or other building leaders securing additional resources; rather, Robinson, et al. (2008) found that student performance was positively impacted when the principal worked to reduce the number of other initiatives in the building and then aligned current resources with the goals and strategies. Numerous other researchers, like Reeves (2006), Elmore (2006), and Fullan (2010), all caution against adopting too many initiatives that detract from the improvement focus on the building and result in “initiative fatigue.” Robinson (2007) even cautions that “extra resources can have detrimental effects (because) ... multiple simultaneous initiatives can reduce the coherence of a teaching program” (p. 13). It is the principal’s role to limit these distractions and to align resources behind the focused goals and strategies.

- Planning, Coordinating, and Evaluating Teaching and the Curriculum (E.S.= )

This finding refers to the active oversight and coordination of the instructional program in the school. Effective building leaders are actively involved in the instructional process, including having ongoing discussions of instruction, observing classrooms and providing feedback, ensuring that staff members use ongoing assessment results, actively monitoring student progress, and working actively to strengthen instructional practices in classrooms.

Robinson, et al. (2008) found that “leaders in higher performing schools are distinguished from their counterparts in otherwise similar lower performing schools by their personal involvement in planning, coordinating, and evaluating teaching and teachers.

- Promoting and Participating in Teacher Learning and Development (E.S.= )

Of all of the findings in this meta-analytic study, this variable had the largest effect size. “This is a large effect and provides some empirical support for calls to school leaders to be actively involved with their teachers as the ‘leading learners’ of their school” (Robinson, et al., 2008, p. 663). The researchers go on to point out that professional development involves more than principals just arranging for staff to learn. “This leadership dimension is described as both promoting and participating because more is involved than just supporting or sponsoring other staff in their learning. The leader participates in the learning as leader, learner, or both. The principal is also more likely to be seen by staff as a source of instructional advice, which suggests that they are both more accessible and more knowledgeable about instructional matters than their counterparts in otherwise similar lower achieving schools” (Robinson, et al., 2008, p. 663; emphasis added). The principal must be the lead learner of the school and the

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teams. Robinson (2007) identified a number of characteristics that principals need to focus on that were associated with effective professional development, including:

• Providing extended time and using it effectively

• Ensuring teachers were engaged in the learning

• Challenging problematic discourses, especially around low expectations for students

• Providing opportunities to participate in a professional community that was focused on the teaching-achievement relationship

• Involving school leaders who supported the learning by setting and monitoring targets and developing the leadership of others (Robinson, 2007, p. 17).

- Ensuring an Orderly and Supportive Environment (E.S.= )

This finding involves “creating an environment for both staff and students that makes it possible for important academic and social goals to be achieved” (Robinson, et al 2008, p. 664). This includes having clear codes for conduct or discipline, minimal interruptions of teaching time, and safe and orderly environments. Teachers in higher performing schools attribute these outcomes to better leadership on the part of the principal. When the researchers examined the relationship between principal leadership and school order, safety, and a supportive environment at a deeper level, they found that “there was a strong statistical link between improvements in relational trust and gains in academic productivity” (Robinson, 2007, p. 19). What the researchers meant by this was that there is a direct relationship between safety, order, supportive environments, and trust in the school. When principals help to create supportive, trusting environments, safety, order, and student achievement improve.

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Session 2: Inspired and Passionate Teaching

Focus question: To what extent do teachers in our school match the profile of inspired and passionate teachers?

Hattie and Jager identified five dimensions of expert teachers as compared to experienced teachers.

Expert teachers:

1. identify the most important ways in which to represent the subject that they teach

2. are proficient at creating an optimal classroom climate for learning 3. monitor learning and provide feedback 4. believe that all students can reach the success criteria 5. influence surface and deep student outcomes.

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Dimension Effect Size

High expectations

Classroom management

Goals (providing challenge)

Metacognitive strategies

Teacher-student relationships

Uses feedback

Teacher clarity

Classroom discussion

Inspired and passionate teachers: • are highly relational; their students know they care about them and their learning • provide feedback to students • seek feedback about their teaching • engage in dialogue with their students • have a safe classroom environment where it is OK to make mistakes • are clear about learning progressions • use interventions to allow learning to occur • provide challenge • have high expectations • manage the classroom so learning is the key focus for students, not behavior • use a wide range of instructional strategies • there is a difference between expert and experienced teachers – expert

teachers have a significantly greater effect on student outcomes than experienced teachers do

• teachers who are activators rather than facilitators will have a more significant effect on student outcomes.

High expectations (.43) Do teachers have high expectations based on what students know and can do? If teachers have high expectations, they tend to have them for all their students, similarly if they have low expectations they tend to have them for all students. Studies where teachers have been asked to predict the grades at the end of the year, after a month of teaching, have proved the teachers were relatively accurate. The issue seems to be, that students achieve whatever the teacher expectations was.

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Studies where teachers have been asked to predict student grades at the end of the year, after a month of teaching, have proved

the teachers were relatively accurate.

The issue seems to be, that students achieve whatever the teacher

expectations were.

Classroom management (.52) The effect on achievement of a well managed classroom as reported by Marzano was 0.52. Heightened student engagement is also visible in well managed classrooms. Teachers who had well managed classrooms could identify and respond quickly to potential issues and were emotionally objective.

Goals (providing challenge) (.56) Challenge is a relative term and relates to a students current understanding and performance, and relative to the success criteria deriving from the learning intentions. The challenge should not be so difficult as to be seen as unattainable, but students must see a pathway to attaining the challenging goal.

Specific, Measurable, Achievable, Relevant, Timely (SMART)

What Are S.M.A.R.T. Goals?

S.M.A.R.T. goals are a relatively new idea. In 1981, George T. Doran, a consultant and former director of corporate planning for Washington Water Power Company, published a paper called, “There’s a S.M.A.R.T. Way to Write Management’s Goals and Objectives.” In the document, he introduces S.M.A.R.T. goals as a tool to create criteria to help improve the chances of succeeding in accomplishing a goal.

The percentage of students scoring in “Achieving” and higher in analysis of text will increase from __% to __% by the end of February as measured by a team created short-cycle assessment.

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Step 1 Exceeding Learning Intention

Achieving Learning Intention

Progressing Toward

Learning Intention

Beginning Understanding

of Learning Intention

Total Students

Totals 4 9 42 21 76

Download 5 Quick Classroom-Management Tips for Novice Teachers

Download S.M.A.R.T. Goals template

Activity Three: Metacognitive strategies (.69)

Supporting a thinking classroom means incorporating metacognitive strategies that help students answer the question “what do I do when I don’t know what to do?”

What does your metacognition teaching toolbox look like?

Animals in the field activity: One-third of the animals in the field are chickens. The rest are all cows. There are 20 legs in all. How many cows are there?

List the strategies you used

1.____________________________________________________________________________

2.____________________________________________________________________________

3.____________________________________________________________________________

4.____________________________________________________________________________

5.____________________________________________________________________________

Teacher’s Toolbox Strategy #1: 3-2-1 Summary

What are three ideas that have captured your attention from today's class?

What are two questions that you are still thinking about related to these topics?

What is one thing that you will remember long after this class is over?

Student’s Toolbox Strategy #1: Four Key Questions

What are you trying to achieve?____________________________________

What strategies are you using?_____________________________________

How well are the strategies working? _______________________________

What else could you do? __________________________________________

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Download six metacognitive strategies

Download instructional strategies flip book

Teacher-student relationships (.72)

Teacher-student relationships are also powerful moderators of classroom management. Teachers who negotiate with the students’ expectations regarding behavior and rules and have procedures for managing them are a key factor. In effective teacher student relationships where teachers are approachable, students are more engaged, more respectful of others and display less negative behavior. This has a positive impact on student achievement.

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NonDirec*vity

Empathy

Warmth

HigherOrderThinking

EncouragingThinking

Adaptability

Genuine

0 0.2 0.4 0.6 0.8

0.29

0.41

0.57

0.6

0.68

0.68

0.73Allowing students

more student-initiated or student-directed

activities for learning.

Download six things to say to kids at risk of dropping out

Download strategies to enhance peer feedback

Extreme student behavior: 7 traps to avoid when NOTHING seems to work

When it comes to improving education, we must believe that:

1. Students are the potential, not the problem.

2. All students have something to teach us.

Definition of Aspirations: Aspirations is the ability to dream and set goals for the future, while being inspired in the present to reach those dreams.

The Aspirations Profile

In order to help schools and educators foster student aspirations, The Aspirations Profile presents a visual model of the behavior that support and hinder success. The Aspiration Profile has two dimensions: Dreaming and Doing. Within the profile are four categories: Hibernation, Perspiration, Imagination, and Aspirations. These categories help us better to understand the specific challenges of fostering aspirations with different students.

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The Four Quadrants

Hibernation Someone who does not think about the future, has no clear goals, and puts forth no effort in daily life is in Hibernation. Students in this category feel isolated from the others, have low self esteem, lack a positive role model, and feel stuck. These students are labeled, sometimes unfairly, as lazy, troublemakers, drifters, and loners. They are characterized as students who just don’t care about anything…including themselves.

Perspiration Perspiration is the quadrant that defines someone who works exceptionally hard, always puts forth effort, but lacks any kind of direction or purpose. This can be seen in students who show up on time, seem to always be at school, put forth the effort necessary to get ahead, but lack any kind of dreams for the future. Thus, they are working hard every day, yet seem to be going nowhere. These students are labeled as hard working and diligent, but directionless; they often stay out of trouble but see no real future in from of them.

Imagination The quadrant of Imagination is characterized by those students who can readily say what they want to be and share their future plans, but show little, if any, effort to reach those dreams. They have positive ideas and attitudes about their futures, but they don’t take the steps in the present that are needed to reach their goals. It is easy for these students to tell us what we want to hear about their future; they will tell us they are going to college, that they want to be doctors, teachers, or house builders, but when it comes to doing what is necessary to reach those goals, students in this quadrant fall short. These students are characterized as being dreamers, disconnected from reality, impractical about real-life situations, idle, and privileged.

Aspirations Students in the Aspirations quadrant have the ability to think about the future and set short and long term goals for themselves. They also are inspired in the present to work toward those goals. These students are the hard working, dependable ones that seem to be always moving forward with a sense of purpose. They have clear intentions about what they want to do and who they want to become, and they have committed the energy, time, and resources to meet their objectives. They have a sense of direction, and , even if the direction changes, they are well equipped to meet the challenge of the day, and continue to pursue their dreams. Students with aspirations think beyond themselves and realize the world is not there to serve them, but they have something to offer the world to make it better.

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Activity Four-Discuss Student Aspirations

1. Think of a student who you have seen shift from one quadrant to another. What do you think was the cause of this movement?

2. When you were a high school student which quadrant were you in most of the time? Why?

3. Which quadrant poses the challenges to you as an educator when working with students?

4. What classroom and school practices do you think help support students to reach their fullest potential (Aspirations Quadrant).

Think about a student who is in the hibernation quadrant. Write a plan for how you can foster self worth, engagement, and purpose for this specific student.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Download active learning strategies for hibernators

Download how teachers can become heroes for hibernators

Teacher Clarity: Learning Intentions and Success Criteria (.75)

Fenwick’s meta-analysis found that teachers who were explicit about the learning intentions for each lesson, well organized, explained clearly and included guided practice for students, had a positive effect on learning. The capacity of the teacher to speak clearly and articulate lesson intentions in language that the students understand is also assessed. This links very well to Shirley Clarke’s work around having clear learning intentions and success criteria for each lesson, particularly where students help to develop the success criteria and therefore are able to understand what they mean.

Teachers demonstrate clarity by: • sharing learning intentions • ensuring students know why they are learning the material • ensuring success criteria are understood by all • sharing rubrics and exemplars

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Step1. Single Standardfor Instructional Focus

CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Step 2. Standard Restated as Learning Intention in Student-Friendly Wording—the What

In this unit, you will learn...how characters, places, and things that happen in stories are similar and how they are different.

Step 3. Importance of this Learning Intention— the Why

Student: Seeing how people and situations are alike and different in stories helps me understand how people in real life are alike and different too. It also helps me make connections to things I already know and new things I’m learning.

Teacher: In the context of school and life, being able to compare and contrast are skills that increase comprehension, develop memory, promote higher-order thinking ability, and help in organizing ideas in writing.

Download sample ELA, math, and science Learning Intentions and Success Criteria

Classroom discussion (.82)

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Step 4. Success Criteria—the How

Using text details:

Compare two or more characters to explain how they are similar

Contrast two or more characters to explain how they are different

Compare two or more settings to explain how they are similar

Contrast two or more settings to explain how they are different

Compare two or more events to explain how they are similar

Contrast two or more events to explain how they are different

Step 5. Learning Progressions— Pathway to Learning Intention

Skills Concepts 1. Define compare (similarities) and contrast (differences).

2. Use text details to describe a single character, setting, and event.

3. Use text details to describe two or more characters, settings, and events.

4. Use text details to compare two or more characters, settings, and events.

5. Use text details to contrast two or more characters, settings, and events.

6. Use text details to compare and contrast two or more characters, settings, and events.

This is an effect which has been added to the list of effect sizes since the original book in 2009. When students are involved in classroom discussion their level of comprehension improves. Not all discussions are created equal. As teacher talk decreases, student talk increases – it’s about dialogue not monologue, one essential part of a teacher’s mindframe.

Download sample effective questions to increase student dialogue

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Opportunity for Growth

Action for Improvement Timeline

Goals

Metacognitive strategies

Teacher-student relationships

Uses feedback

Teacher clarity

Session 3: Feedback (.75)

Focus questions

What is the quality of feedback students in this school receive?

What is the quality of feedback teachers receive, and who and where is this feedback from?

When students receive effective feedback about their learning, their speed of learning doubles. Effective teachers regularly discuss this with their students. “This is where you want to be, this is where you are, and this is what you can do to close the gap”.

Key Messages

• Feedback can have a significant impact on student learning, but not all feedback is effective. What is effective feedback?

• When students are learning something new they need a lot of _______ feedback. As they become more proficient, they need more ________ feedback and when they have a high degree of proficiency, more ______________ feedback.

• Praise should not be confused with effective instructional feedback.

• 80% of feedback that a student receives in a day is from other students and 80% of it is wrong. We need to find ways to improve the accuracy of peer feedback.

• Effective feedback has the potential for a profound effect on student achievement. Effective feedback can double the speed of learning.

• Feedback is just in time, just for me information delivered when and where it can have the most effect.

• In order to build a feedback culture in a school, there needs to be a high degree of relational trust.

• Feedback should give students information about: Where I am going? How am I going? Where to next?

• There are four levels of feedback: task, process, self-regulation, and self.

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Task Process Self-regulation

What is task level feedback?

What is process level feedback?

What is self-regulation feedback

Thee focus is on: • distinguishing correct from incorrect answers

• acquiring more or different information

• building more surface knowledge – reteach and provide multiple opportunities to learn.

The focus is on: •relationships between ideas

•students’ strategies for error detection

•explicitly learning from errors

•cueing the learner to different strategies and errors.

The focus is on: •the ability to create internal feedback and to self-assess

•the willingness to invest effort into seeking and dealing with feedback information

•being able to review work to decide if an answer is correct

•seeking help to seek further information and/or con rm a response.

What prompts might be used to offer task level feedback?

What prompts might be used to offer process level feedback?

What prompts might be used to offer self-regulation level feedback?

•Does your answer meet the success criteria?

•Is your answer correct/ incorrect?

•How can you elaborate on the answer?

•What did you do well?

•Where did you go wrong?

•What is the correct answer?

• What is wrong and why?

• What strategies did you use?

•What is the explanation for the correct answer?

•What other questions can you ask about the task?

•What are the relationships with other parts of the task?

• How can you monitor your own work?

• How can you carry out self-checking?

• How can you evaluate the information provided?

• How can you reflect on your own learning?

• What did you do to ...?

• What might you do differently next time?

• How could you improve this work?

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Feedback example Task Process Self regulation

Self/praise

What do you put at the end of a sentence when you have asked a question, James? √

You have done a great job, Sam. I love the color you have used.

Do you think you have met the success criteria for the task, Maria?

Last time you drew a bar graph you needed to think about how you labeled the axes. Look at this graph and think about what we discussed last time.

You really need to put in a lot more effort, Simon. This is disappointing.

How could you find out if this answer is correct, Chad?

How could you use the exemplar to help you structure your work, Jed?

Your sentence structure was great last week. What did you do then that you are not doing this time?

What strategy could you use to check the accuracy of your answers?

That work is fabulous, Ethan!

You have put a ‘five’ in this column, Michael. You should have put a ‘six’.

Hmm. Think about the graph conventions we listed. Two are missing, can you fix those?

Just check the plotting again, Riki. I don’t think you have got it quite right.

Thanks Elaine, I would really appreciate you giving Josh some feedback that he could consider for his work.

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A Rubric to Help Teachers Decide on Appropriate Feedback

Does his/her answer meet the success criteria?

How can he/she elaborate on the

answer?

Is his/her answer correct/incorrect?

What other information is

needed to meet the criteria?

What is the correct answer?

Where did he/she go wrong?

What did he/she do well?

What is the explanation for

the correct answer?

What is wrong and why?

What strategies did he/she use?

What other information is

provided in the handout?

What are the relationships with other parts of the

task?

What other questions can

he/she ask about the task?

How can he/she reflect on his/her

own learning?

How can he/she evaluate the information provided?

How can he/she carry our self-

checking?

How can he/she monitor his/her

own work done?

What learning goals have you achieved? How have your ideas

changed?

How does this compare to…? What does all

this information have in common?

What did you do to…? What happened when you…? How can you account for…? What justification can be given for…? What further doubts do you have regarding this task?

What is his/her understanding of

the concepts/knowledge

related to the task?

Incorrect

Information search strategies

Correct

Feedback at task level

Feedback at process level

Feedback at self -

regulation level

Download feedback rubric for task, process, and self regulation

Mind frames. In this school the teachers and school

leaders:

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1 Believe that their fundamental task is to evaluate the effect of their teaching on students’ learning and achievement.

SD GD PD PA GA SA

2 Believe that success and failure in student learning is about what they, as teachers or leaders, did or did not do.

3

Want to talk more about the learning than the teaching. Teachers need to recognize that they mostly talk about teaching and instead they need to learn how to discuss student learning.

4See assessment as feedback about their impact. Who did you teach well and who not so well? What did you teach well and not so well?

5

Engage in dialogue not monologue. Currently, classrooms are dominated by teacher talk. There is a major need for teachers to see their role as listeners – they should listen to students’ questions, their ideas, their struggles, their strategies of learning, their successes, their interactions with peers, etc.

6

Enjoy the challenge and never retreat to “doing my best”. The teacher’s role is not to decide on a challenge and break it into small pieces for the student, but rather to engage the student in the challenge.

7

Develop positive relationships in classrooms and in the staff room. Teachers must create a climate such that students believe they can make errors without getting snide looks and comments from peers.

8

Inform all about the language of learning. In order to enhance the engagement of students in their learning, educators must bring parents into the experience as well.

9See learning has hard work. In schools, students should be taught the value of concentration, perseverance, and deliberate practice.

10 Understand that collective efficacy and collaboration can overcome other challenges.

Strongly Disagree(SD)=1,

Generally Disagree(GD)=2,

Partly Disagree(PD)=3,

Partly Agree(PA)=4,

Generally Agree(GA)=5,

Strongly Agree(SA)=6

Over to you

1. What are the key messages for me from this session?

2. What are my next steps

3. What further learning/support will I need?

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*An Activator Effect Size *A Facilitator Effect

Size

High expectations 0.43 Simulations and gaming 0.32Classroom management 0.52 Inquiry based teaching 0.31Goals (providing challenge) 0.56 Smaller class sizes 0.21

Metacognitive strategies 0.69 Individualized instruction 0.20Teacher-student relationships 0.72 Web based learning 0.18Uses feedback 0.75 Ability grouping 0.14Teacher clarity 0.75 Different teaching for boys and

girls0.12

Classroom discussion 0.82 Whole language reading 0.06

Average Effect 0.65 Average Effect 0.19

An activator: An active teacher, passionate for their subject and for learning, a change agent

A facilitator: Inquiry or discovery based provider of engaging activities

Download 10 things to do about resistance