Instructional Playbook

Our time with learners is limited and valuable. Every minute should be spent using the practices that are most likely to be successful. This requires us to shift our perspective from focusing on instructional practices that work, to focusing on the instructional practices that work BEST. What works best? Hundreds of thousands of studies have been conducted around educational best practices. In his book, Visible Learning , John Hattie conducted multiple meta-analyses and determined effect sizes for each practice. Instructional practices above the hinge-point of a 0.40 effect size have a higher likelihood of increasing learning beyond typical growth than those practices below the hinge-point (Hattie, 2009). Introduction Instructional Priorities

Meta-analyses: “A meta-analysis is a summary, or synthesis of relevant research findings. It looks at all of the individual studies done on a particular topic and summarizes them.” (Marzano, 2009). Effect sizes from meta analyses help identify the most effective instructional practices.

“Every Learner deserves a great

teacher, not by chance, but by design” (Fisher, Frey, & Hattie, 2016).

Rigor

Source: learninga-z.com (adapted from John Hattie's Visible Learning

Teacher agility is an intentional instructional maneuver that a teacher makes in response to evidence of student learning. In order to make these intentional maneuvers, teachers must teach and assess simultaneously (Erkens et al., 2018).

(from learninga-z.com)

The instructional priorities , outlined in this section of the playbook, are high yielding instruction practices (with an effect size of .40 or higher) teachers use to be agile when moving learners through an instructional model where they acquire a skill, become fluent with the skill through practice, and then apply the new skill in a rigorous novel situation.