As mentioned on the July 16 blog post, members of the Curriculum & Instruction Team, along with board members from the Teaching & Learning Committee, attended the Visible Learning for Literacy Institute in Washington DC. The key element of the Institute was Fisher & Frey’s classroom application of John Hattie’s synthesis of meta-analyses to determine what works best in the classroom.

The day was built around the book, Visible Learning for Literacy (2016), which was a collaborative effort between Hattie, Fisher, and Frey.

Hattie started the day making the point that, “We work in a profession where everything works. The problem is that it almost de-professionalized us.” Instead, he encouraged educators to stop asking what works, and start asking what works best.

Hattie also told the audience to “move the debate away from how we teach,  to the impact of your teaching. Know your impact: collective teacher efficacy—all teachers focused on impact.”

Based on Hattie’s research, Fisher & Frey spent a good deal of the day sharing specific high-yield strategies. Those included vocabulary strategies, modeling word solving and comprehension, close reading, to mention a few. The right approach, at the right time, for the right type of learning was the bottom line.

Hattie finished by challenging us to, “know thy impact”. This is the final chapter in the Visible Learning for Literacy book, which will become a key area for study and application among the C&I Team this year. Our goal will be to determine the application on a wider basis in the District.