10 Steps and Effect Sizes

Step 1—Identify what is to be taught 

Direct Instruction d=.56

Influence Definition: Direct instruction refers to instructional approaches that are structured, sequenced, and led by teachers. Direct instruction requires teachers to: have clear learning intentions and success criteria, building a commitment and engagement among the students in the learning task; use modeling and checking for understanding in their teaching; and engage in guided practice so that every student can demonstrate his or her grasp of new learning by working through an activity or exercise under the teacher's direct supervision.

Step 2—Set a purpose and create a sense of urgency

Teacher Clarity D=.85

Influence Definition: Teacher clarity relates to organization, explanation, examples and guided practice, and assessment of student learning. It can involve clearly communicating the intentions of the lessons and the success criteria. Clear learning intentions describe the skills, knowledge, attitudes, and values that the student needs to learn.

Step 3—Record desirable behaviors on an I-Chart

success criteria d=.64

Influence Definition: Success criteria are the standards by which the project will be judged at the end to decide whether or not it has been successful. They are often brief, co-constructed with students, aim to remind students of those aspects on which they need to focus, and can relate to the surface (content, ideas) and deep (relations, transfer) learnings from the lesson(s). Success criteria should provide a clear answer to the question: How will I know that I have learned it? relating back to the learning intention of the lesson while addressing content, practices, and dispositions.

Self-regulation strategies d=.52

Influence Definition: Self-regulated learner requires motivation (for instance, to attempt to solve a math problem), cognition (to think through the problem), and metacognition (to review whether they are performing the task correctly).

Step 4—Model most desirable behaviors

deliberative practice d=.49

Influence Definition: A learning technique that involves extensive engagement in relevant practice activities in order to improve particular aspects of performance. Deliberate practice often refers to challenging, effortful repetition, often adjusted through feedback.

While regular practice can include much repetitions, deliberate practice requires focused attention and is conducted with the specific goal of improving performance.

success criteria d=.64

Influence Definition: Success criteria are the standards by which the project will be judged at the end to decide whether or not it has been successful. They are often brief, co-constructed with students, aim to remind students of those aspects on which they need to focus, and can relate to the surface (content, ideas and deep (relations, transfer) learnings from the lesson(s). Success criteria should provide a clear answer to the question: How will I know that I have learned it? relating back to the learning intention of the lesson while addressing content, practices, and dispositions.

Step 5—Model least desirable and then most desirable

deliberative practice d=.49

Influence Definition: A learning technique that involves extensive engagement in relevant practice activities in order to improve particular aspects of performance. Deliberate practice often refers to challenging, effortful repetition, often adjusted through feedback.

While regular practice can include much repetitions, deliberate practice requires focused attention and is conducted with the specific goal of improving performance.

decreasing disruptive behavior d=.82

Influence Definition: Disruptions by students often aimed to exert a negative influence on the greater classroom environment. Generally caused by a greater factor than just acting out. Can stem from boredom, lack of attention, the task being too challenging, the student not feeling heard, etc. Target academic outcomes.

success criteria d=.64

Influence Definition: Success criteria are the standards by which the project will be judged at the end to decide whether or not it has been successful. They are often brief, co-constructed with students, aim to remind students of those aspects on which they need to focus, and can relate to the surface (content, ideas and deep (relations, transfer) learnings from the lesson(s). Success criteria should provide a clear answer to the question: How will I know that I have learned it? relating back to the learning intention of the lesson while addressing content, practices, and dispositions.

Step 6—Students check in with purpose and teacher places them around the room

effort management d=.77

Influence Definition: The process by which a learner uses tactics-such as mood management, self-talk, persistence, self-reinforcement, or attribution of success to effort-in order to achieve a particular goal.

Step 7—Students practice and build engagement

deliberative practice d=.49

Influence Definition: A learning technique that involves extensive engagement in relevant practice activities in order to improve particular aspects of performance. Deliberate practice often refers to challenging, effortful repetition, often adjusted through feedback.

While regular practice can include much repetitions, deliberate practice requires focused attention and is conducted with the specific goal of improving performance.

Concentration-Persistence-Engagement d=.44

Influence Definition: Engagement has long been regarded as a desired outcome for schooling and a predictor of achievement and lowered educational risk. Research have theorized the cognitive engagement is the ultimate outcome of a students ability to concentrate on a tasks and to persist despite challenges.

Step 8—Teacher stays out of the way and confers about engagement

Feedback (Corrective, reinforcement & cues) d=0.92

Influence Definition: Feedback in terms of reinforcement (positive and negative and cues to advance to next steps in learning.

Step 9—Use a quiet signal and bring students back to the group

Classroom Management d=.44

Influence Definition: The process by which teachers maintain in their classrooms an environment of order and respect. Effective classroom management techniques depend on planning and prevention: the orderly arrangement of the physical space prior to the arrival of students; the establishment of fair and reasonable rules; the advance, moment-by-moment planning of instruction; clear and direct communication; and advance planning for the management of students.

Step 10—Group check-in—reflect on the experience

Self-judgment and reflection d=0.81

Influence Definition: Teachers cultivate in students the ability to dispassionately apply established standard to their own work. Such an ability has gone by several names:

"evaluative knowledge," "evaluative expertise," "sustainable assessment," "informed judgment," or "self-judgement." Yet throughout this scholarship, research have pressed the importance of a student's ability to reflect on their work, discern its relationship to established standards and make self-judgements.

Source: Visible Learning MetaX