HIGH IMPACT TEACHING STRATEGIES

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HIGH IMPACTTEACHING STRATEGIESExcellence in Teaching and LearningCurriculum planningand assessmentExcellence inteachingand learningEvidence-based highimpact teachingstrategies1 Empowering studentsand building school pridePositiveclimate forlearningStudentachievement,engagementand wellbeingHealth and wellbeingSetting expectationsand promoting inclusionIntellectualProfessionalleadershipCe

State of VictoriaFirst published by the Deaperment of Educationand Training, Melbourne June2017, revised andupdated October 2020.High Impact Teaching Strategies – Excellence in teachingand learning is provided under a Creative CommonsAttribution 4.0 International licence. You are free to re-usethe work under that licence, on the condition that youcredit the State of Victoria (Department of Educationand Training), indicate if changes were made and complywith the other licence terms, see: Creative CommonsAttribution 4.0 InternationalThe licence does not apply to: any images, photographs, trademarks or branding,including the Victorian Government logo and the DETlogo; and content supplied by third parties.Copyright queries may be directed to copyright@edumail.vic.gov.auISBN: 978-0-7594-0820-32 High Impact Teaching Strategies

ContentsIntroduction4What are the High ImpactTeaching Strategies (HITS)?5This resource offers:5What is effect size?5Who are the HITS for?6Teachers6Professional learning communities6School leaders6Using the HITS7Providing feedback7HITS overview table8Setting Goals10Structuring Lessons12Explicit Teaching14Worked Examples16Collaborative Learning18Multiple Exposures20Questioning22Feedback24Metacognitive Strategies26Differentiated teaching28High Impact Teaching Strategies 3

IntroductionWhen teachers work together to improve their practice,students learn more. This simple yet powerful idea is at theheart of effective schools. Collaboration builds collectiveresponsibility for constantly improving teaching practice andso student learning. The challenge for teachers and schoolsis to develop a shared understanding of what excellentpractice looks like. While it will not look exactly the same inevery classroom, there are some instructional practices thatevidence suggests work well in most.These High Impact Teaching Strategies (HITS) havebeen brought together here to support the thousands ofincreasingly collaborative and evidence-based conversationstaking place between teachers in schools each day. Thesestrategies provide teachers and teams with opportunitiesto observe, reflect on and improve a range of fundamentalclassroom practices.The HITS are not intended to replace other teachingstrategies teachers might already use with success. Instead,they will add to the repertoire of effective strategies thatteachers can apply to the wide variety of learning needs thatstudents present with each day.Empowering studentsand building school prideExcellence inteachingand learningPositiveclimate forlearningStudentachievement,engagementand wellbeingTeachers in all schools are encouraged to use the HITS tochallenge themselves and their colleagues as part of ourcollective and ongoing commitment to improving learningoutcomes for every Victorian child.Evaluating impacton learningCommunityengagementin learningHealth and wellbeingParents and carersas partnersGlobal citizenshipNetworks with schools,services and agenciesProfessionalleadershipSetting expectationsand promoting inclusionThe HITS provide a clear link between the ‘Evidence BasedHigh Impact Teaching Strategies’ dimension of FISOand classroom practice. Teachers can plan and adjusttheir practice in response to one or more of the HITS andmonitor the impact on student engagement and learningoutcomes. This resource provides a focus for the professionaldevelopment efforts of individual teachers, which can belinked to the goals and feedback components of their ownPerformance and Development Plans.Building practiceexcellenceCurriculum planningand assessmentEvidence-based highimpact teachingstrategiesSince 2016, school leadership teams have drawn on theFramework for Improving Student Outcomes (FISO) to drivestrategic and annual planning at the whole school level. Byclearly and insistently directing that planning toward studentlearning, FISO is helping to identify and address persistentchallenges for individual teachers and to build collectiveteacher efficacy.BuildingcommunitiesIntellectualengagement andself awarenessBuilding leadershipteamsInstructionaland sharedleadership4 High Impact Teaching StrategiesVision valuesand cultureStrategicresourcemanagement

What are the High ImpactTeaching Strategies (HITS)?The HITS are 10 instructional practices that reliably increasestudent learning wherever they are applied. They emergefrom the findings of tens of thousands of studies of whathas worked in classrooms across Australia and the world.International experts such as John Hattie and RobertMarzano have synthesised these studies and rankedhundreds of teaching strategies by the contribution theymake to student learning [see ‘What is effect size?’ box]. TheHITS sit at the top of these rankings.Some teachers will ask, “But will they work in my classroom,with my students?” Only the professional judgement ofteachers, both individual and collective, can answer thatquestion. For any concept or skill that students need to learn,using a HITS to teach it increases the chances that studentswill learn it, compared to using other strategies. But they arereliable, not infallible. Knowing their students and how theylearn, teachers are well-placed to judge whether a HITS oranother strategy is the best choice to teach that conceptor skill.The HITS will not be new to most teachers. The purpose of thisresource is to bring them together in one place, along withpractical examples of how other Victorian teachers are usingthem successfully.The HITS alone do not constitute a complete frameworkfor professional practice. They are part of the full set ofinstructional practices that contribute to a comprehensivepedagogical model [see diagram below].PedagogicalModelInstructionalPracticesThis resource offers: accessible, succinct guidance on using highimpact, evidence-based strategies bite sized insights that enable you to focuson one or more HITS, and to progressivelybuild expertise, and scalable possibilities, allowing individualteachers, Professional LearningCommunities, and whole schools, to setgoals and actions centred on the HITS.What is effect size?Effect size is a measure of the contribution aneducation intervention makes to student learning.It allows us to move beyond questions about whetheran intervention worked or not, to questions abouthow well an intervention worked in varying contexts.This evidence supports a more scientific and rigorousapproach to building professional knowledge.Highly regarded educational researchers andresources, including Hattie, Lemov, Marzano, and theTeaching and Learning Toolkit*, have used slightlydifferent methodologies to measure effect size andidentify HITS. Despite their varied approaches andterminology, all agree on a number of powerfulstrategies. These strategies are reflected in this HITSresource and the AITSL Standards and the ClassroomPractice Continuum.* Evidence for Learning (2017) Teaching and Learning Toolkit Australia. High Impact Teaching Strategies 5

Who are the HITS for?TeachersThe HITS will support teachers at every career stage. Eachstrategy is accompanied by two examples. The examplesshow teachers how to adapt the HITS to different learninggoals and needs, and to respond to different school contexts.For beginning teachers, the HITS are a bank of reliableinstructional practices they can use with confidence.For experienced teachers, this resource can add to theirunderstanding of the HITS they are already using, andsuggest new ways to use them in the classroom.Even teachers highly familiar with the HITS will benefit fromthis resource as they pursue mastery of these valuableinstructional practices through practice, reflection, sharedobservation and feedback.Professional Learning CommunitiesConfined to individual teachers and classrooms, the HITSwill not contribute to the collective efficacy that marks outhigh-performing schools. In these schools, teachers cometogether to pool their knowledge of effective teaching intoa collaborative approach to planning, implementing andmonitoring teaching interventions.6 High Impact Teaching StrategiesBy using the HITS to build their pool of knowledge, theseprofessional learning communities can anchor theirinterventions in evidence-based practices and so increasethe likelihood of those interventions being effective.School leadersFor school leaders the HITS are a professional learningopportunity. The HITS are linked to each other, and connectedto a broader repertoire of teacher skills and knowledge.They can be connected to collaboration between teachersin professional learning communities and integrated intoclassroom and school planning around curriculum, instructionand assessment.Understanding the interdependencies and developing awhole of practice approach is complex work for teacherswhich requires classroom embedded professional learningand a supportive high performance learning culture in aschool. A sustained focus on HITS can be supported bycoaching, modeling, observation and feedback to ensurewidespread use of successful teaching practices.

Using the HITSThis resource offers teachers and school leaders anopportunity to embed and share the use of successfulinstructional practices by providing: a common language to use in planning, monitoring andreflecting on classroom practice a developmental continuum to measure proficiencyacross ten high-impact teaching strategies, and initial resources to guide a practice improvement journey.The HITS will have the strongest impact on student learningwhen used as part of an ongoing improvement cycleembedded in professional learning communities.Effective teams use the improvement cycle to: diagnose a classroom need investigate a problem of practice identify one or more of the HITS as a possible intervention unpack, discuss and model the strategies collectively review them as part of observation rounds.The review and evaluation phase of the improvement cycleis critical to using the HITS for maximum impact on studentlearning. While the strategies are reliable, their effectivenessin any particular school context can only be determined byapplying a HITS to an individual or group of students andmeasuring its impact on student learning.Mastery of the HITS requires you to draw on both your deepcurriculum knowledge and your skills in assessment for, asand of learning. Applying the HITS effectively relies on tappinginto your expertise to develop and implement rich, authenticlearning tasks. Importantly, adept application of the HITS willstimulate your students to take agency for, and reflect on,their own learning.The continuum of practice included with each HITS willsupport you to reflect on your practice, assess proficiencylevels and set improvement goals, which can be linked tothe performance and development cycle. The broader FISOcontinua for the ‘Evidence Based High Impact TeachingStrategies’ dimension will also assist leaders and teachers tomaintain a whole of practice focus.Deliberate practice and feedback on HITS in a trusted andcollaborative environment will help you to develop newskills and extend existing ones, impacting both teacher andstudent learning over time.Providing feedbackThis resource is the result of the generouscollaboration of numerous teachers from acrossVictoria. The Department welcomes questions,comments and feedback on the HITS. Yourengagement and contribution will contribute tothe ongoing development and improvement of ourresources, including future versions of this publication.To contact the Department with regard to HITS,contact: professional.practice@edumail.vic.gov.auHigh Impact Teaching Strategies 7

verviewOverviewOverviewOverviewLessons have clearlearning intentions withgoals that clarify whatsuccess looks like.A lesson structure mapsteaching and learningthat occurs in class.When teachers adoptexplicit teaching practicesthey clearly show studentswhat to do and how to do it.A worked exampledemonstrates the stepsrequired to complete atask or solve a problem.The teacher decideson learning intentionsand success criteria,makes them transparentto students, anddemonstrates them bymodelling. The teacherchecks for understanding,and at the end of eachlesson revisits what wascovered and ties it alltogether (Hattie, 2009).By scaffolding thelearning, workedexamples support skillacquisition and reduce alearner’s cognitive load.Collaborative learning occurswhen students work insmall groups and everyoneparticipates in a learningtask.Lesson goals alwaysexplain what studentsneed to understand,and what they must beable to do. This helps theteacher to plan learningactivities, and helpsstudents understandwhat is required.Sound lesson structuresreinforce routines,scaffold learning viaspecific steps/activities.They optimise time ontask and classroomclimate by using smoothtransitions. Plannedsequencing of teachingand learning activitiesstimulates and maintainsengagement by linkinglesson and unit learning.The teacher presentsa worked example andexplains each step.Later, students can useworked examples duringindependent practice,and to review and embednew knowledge.There are many collaborativelearning approaches. Eachuses varying forms oforganisation and tasks.Collaborative learning issupported by designingmeaningful tasks. Itinvolves students activelyparticipating in negotiatingroles, responsibilities andoutcomes.Key elementsKey elementsKey elementsKey elementsKey elements Based on assessedstudent needs Goals are presentedclearly so students knowwhat they are intendedto learn Can focus on surfaceand/or deep learning Challenges studentsrelative to their currentmastery of the topic Links to explicitassessment criteria Clear expectations Sequencing and linkinglearning Clear instructions Clear transitions Scaffolding Questioning/feedback Formative assessment Exit cards Shared learning intentions Relevant content andactivities New content is explicitlyintroduced and explored Teacher modelsapplication of knowledgeand skills Worked examples supportindependent practice Practice andfeedback loopsuncover and addressmisunderstandings Teacher clarifies thelearning objective, thendemonstrates whatstudents need to do toacquire new knowledgeand master new skills Teacher presents stepsrequired to arrive at thesolution so students’cognitive load is reducedand they can focus onthe process Students practiceindependently using theworked example as amodel Students work together toapply previously acquiredknowledge Students cooperatively solveproblems using previouslyacquired knowledge andskills Students work in groups thatfoster peer learning Groups of students competeagainst each otherRelated effect sizes*Related effect sizes*Related effect sizes*Related effect sizes*Related effect sizes* Goals – 0.56 Teacher clarity – 0.75 Scaffolding – 0.53 Formative evaluation– 0.68 Teacher clarity – 0.75 Worked examples – 0.57 Spaced practice – 0.60 Goals – 0.56Worked examples – 0.57Time on task – 0.62Spaced practice – 0.60Direct instruction – 0.59Teacher clarity – 0.75Peer tutoring – 0.55Reciprocal teaching – 0.74Small group learning – 0.49Cooperative learning vs wholeclass instruction – 0.41 Cooperative learning vsindividual work – 0.59 Cooperative learning vscompetitive learning – 0.54Months of progress** Collaborative learning 5 Peer tutoring 5* As reported in: Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge.** As reported in: Evidence for Learning (2017) Teaching and Learning Toolkit - Australia. http://evidenceforlearning.org.au/the-toolkit/8 High Impact Teaching Strategies

OverviewOverviewOverviewOverviewMultiple exposuresprovide students withmultiple opportunities toencounter, engage with,and elaborate on newknowledge and skills.Questioning is a powerfultool and effective teachersregularly use it for a rangeof purposes. It engagesstudents, stimulates interestand curiosity in the learning,and makes links to students’lives.Feedback informs astudent and/or teacherabout the student’sperformance relative tolearning goals.Metacognitive strategiesteach students to think abouttheir own thinking.Differentiated teaching aremethods teachers use toextend the knowledge andskills of every student inevery class, regardless oftheir starting point.Research demonstratesdeep learning developsover time via multiple,spaced interactions withnew knowledge andconcepts. This may requirespacing practice overseveral days, and usingdifferent activities to varythe interactions learnershave with new knowledge.Questioning opens upopportunities for students todiscuss, argue, and expressopinions and alternativepoints of view.Effective questioning yieldsimmediate feedback onstudent understanding,supports informal andformative assessment,and captures feedback oneffectiveness of teachingstrategies.Feedback redirects orrefocuses teacher andstudent actions so thestudent can align effortand activity with a clearoutcome that leads toachieving a learning goal.Teachers and peers canprovide formal or informalfeedback. It can be oral,written, formative orsummative. Whatever itsform, it comprises specificadvice a student can useto improve performance.When students becomeaware of the learningprocess, they gain controlover their learning.Metacognition extends toself-regulation, or managingone’s own motivation towardlearning. Metacognitiveactivities can includeplanning how to approachlearning tasks, evaluatingprogress, and monitoringcomprehension.The objective is to liftthe performance of allstudents, including thosewho are falling behind andthose ahead of year levelexpectations.To ensure all studentsmaster objectives, effectiveteachers plan lessons thatincorporate adjustmentsfor content, process, andproduct.Key elementsKey elementsKey elementsKey elementsKey elements Students have time topractice what they havelearnt Timely feedbackprovides opportunitiesfor immediatecorrection andimprovement Plan questions inadvance for probing,extending, revising andreflecting Teachers use openquestions Questions used asan immediate sourceof feedback to trackprogress/understanding Cold call and strategicsampling are commonlyused questioningstrategies Precise, timely, specific,accurate and actionable Questioning andassessment is feedbackon teaching practice Use student voiceto enable studentfeedback aboutteaching Teaching problem solvingTeaching study skillsPromotes self-questioningClassroom discussion is anessential feature Uses concept mapping High quality, evidencebased group instruction Regular supplementalinstruction IndividualisedinterventionsRelated effect sizes*Related effect sizes*Related effect sizes*Related effect sizes*Related effect sizes* Time on task – 0.62 Spaced practice – 0.71 Feedback – 0.73 Questioning – 0.46 Feedback – 0.73 Teaching problem solving– 0.63 Study skills – 0.60 Self-questioning – 0.64 Classroom discussion –0.82 Concept mapping – 0.64 RTI - 1.07 Piagetian programs - 1.28 Second and third chanceprograms - 0.5Months ofprogress**Months ofprogress**Months of progress**Months of progress** Mastery learning 5 Feedback 8 Metacognition and selfregulation 8 Individualised instruction 2 Mastery learning 5High Impact Teaching Strategies 9

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