John Hattie’s research on Visible Learning highlights the impact of using high-yield teaching strategies on student learning. Power Tools strategies include high-yield practices such as setting goals and establishing student expectations for learning, using classroom discussion to promote learning, providing feedback to students, using reciprocal teaching, teaching study skills, and instructing using specific reading and writing strategies.
Power Tools strategies align with observation ‘look-fors’ emphasized on the tools that Principal Academy participants use to observe in classrooms within their schools. The use of small group options for student learning, allowing student access to a variety of text sources, assessing and providing feedback to students throughout the learning processes, affording students choice in learning and assessment processes, and providing and reinforcing instructional clarity throughout the lesson can all be accomplished through the use of Power Tools strategies for literacy instruction.
If you were able to attend one of SURN’s Power Tools workshops on November 21st or 22nd, you were likely engaged and inspired by the activities discussed during the session! In the event that you were unable to attend, here are the highlighted practices demonstrated:
- Incorporating literacy skills and strategies into all content areas
- Using memory pegs as a teaching and learning strategy
- Relating literature to one’s own life to promote comprehension and create powerful connections
- Promoting student learning and ownership through reciprocal teaching
- Influencing learning through knowing oneself and one’s learning style
Consider these questions as you reflect upon your own teaching practices:
How do I promote student ownership of learning?
How do I incorporate literacy into my teaching of content-area subjects?
How can I tell that a student really ‘gets’ something? What teaching practices do I use that promote this level of understanding with my students?
How do I prefer to learn? How does this impact my teaching? How might I flex my teaching practices to promote learning for students with learning styles different than my own?