Visible Learning Inside – Leverage for Professional Growth
John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond.
In Kentucky, The Framework for Teaching (FfT) provides the language to describe effective teaching. A synthesis of findings from Visible Learning is that teachers become more effective when they begin to see the learning process through the eyes of their students and can act upon a strong understanding of what it means to learn.
During this six-hour session, participants will gain an in-depth understanding of nine underlying principles of learning gleaned from educational, cognitive, psychological, sociological, and evolutionary biological research. Explicit ties to the components and elements within the domains of the FfT will provide insight and strategies for advancing teacher effectiveness.
Participants will understand:
• What is necessary to develop mastery in all knowledge domains
• The critical role of prior knowledge
• Inherent limitations of our mind and the cognitive load principle
• Expertise in teaching
• How to use basic motivational principles to develop confidence to invest effort
• How personal regulation through self-control impacts goal attainment
• Social brain hypothesis and ego esteem needs
• Fallacies about human learning
Integrating Engineering into Units of Study
Susan Mayo and Patti Works
“The inclusion of engineering design within the fabric of the NGSS has profound implications for curriculum, teaching, and assessment. All students need opportunities to acquire engineering design practices and concepts alongside the practices and concepts of science” (NGSS, Appendix I, pg. 107). Through the use of four different examples, participants will experience effective engineering integration utilizing the engineering design process (as outlined in the NGSS) and the science and engineering practices. In addition, participants will construct an understanding of assessment implications for performance expectations that integrate science content with engineering.
This session is designed so that participants will leave with:
• An understanding of the two engineering core ideas as described in the Framework for their grade band
• Methods for effectively integrating engineering into a science unit of study
• A bibliography of engineering resources aligned to the NGSS.
Empowering Students to Meet the CCSS Challenge in Mathematics Grades K-6
Getting students to take responsibility for their own learning is the key to implementation success of the CCS content standards and the Standards for Mathematical Practice. For this to happen, teachers must balance four instructional elements within their classrooms: skill proficiency, conceptual development, direct teaching, and exploratory teaching. This workshop explores and defines each element, and provides teachers with grade – specific games and activities that promote instructional balance. Participants are to bring their most frequently used instructional resource, and examples of their current lesson plans.
View a draft outline of the training