Arm students with the confidence they need to pursue ambitious goals—together.
Harnessing twenty-five years of VISIBLE LEARNING® research, Collective Student Efficacy: Developing Independent and Inter-Dependent Learners illuminates the power of collective efficacy and identifies the many ways teachers can activate collective efficacy with their students. More than cooperative and collaborative learning, collective efficacy requires the refinement of both individual and collective tasks that build on each other over time. This innovative book details how knowledge, skills, and dispositions entangle to create collective and individual beliefs, and leads educators to mobilize collective efficacy in the classroom. It includes:
· The vital components and evidence-based success criteria necessary for students’ collective efficacy
· The “I” and “We” skills that need to be developed to ensure students have the skills and confidence to contribute to group success
· The nature of learning design, lesson planning, and classroom structures that ensure opportunities for all students to engage in collective efficacy
· The necessity for constructive alignment between learning intentions, tasks, success criteria, and assessments
· “Learning from a Distance” actions to facilitate building skills in remote learning environments
| Acknowledgments |
|
ix | |
| About the Authors |
|
xi | |
| Introduction: Why Collective Efficacy? |
|
1 | (4) |
|
Chapter 1 The Value of the Collective |
|
|
5 | (10) |
|
Chapter 2 Why Focus on Collective Student Efficacy? |
|
|
15 | (16) |
|
|
|
17 | (1) |
|
Teacher Collective Efficacy |
|
|
18 | (4) |
|
Collective Student Efficacy |
|
|
22 | (1) |
|
|
|
23 | (2) |
|
|
|
25 | (2) |
|
The Role of the Teacher in Collective Student Efficacy |
|
|
27 | (1) |
|
The Role of the Student in Collective Efficacy |
|
|
28 | (3) |
|
Chapter 3 Developing the "I" Skills |
|
|
31 | (36) |
|
|
|
34 | (1) |
|
|
|
35 | (2) |
|
Appropriately Challenging Goals |
|
|
37 | (6) |
|
Receiving and Giving Feedback |
|
|
43 | (1) |
|
|
|
44 | (6) |
|
|
|
50 | (4) |
|
|
|
54 | (13) |
|
Chapter 4 Developing the "We" Skills |
|
|
67 | (16) |
|
Developing Shared Beliefs |
|
|
67 | (5) |
|
|
|
72 | (4) |
|
|
|
76 | (4) |
|
The "I" and the "We" Skills |
|
|
80 | (3) |
|
Chapter 5 The Learning Design of the Lesson |
|
|
83 | (20) |
|
The Four Key Task Designs for Collective Student Efficacy |
|
|
83 | (2) |
|
The Challenge and Motivation Factor |
|
|
85 | (1) |
|
Open Tasks Lead to Collective Engagement |
|
|
86 | (5) |
|
Ensuring That Students Have Sufficient Knowledge, Confidence, and Motivation to Tackle the Task |
|
|
91 | (5) |
|
Clarity About Knowledge and Skills: Knowing That and Knowing How |
|
|
96 | (1) |
|
|
|
97 | (6) |
|
Chapter 6 Learning Intentions and Success Criteria for Collective Student Efficacy |
|
|
103 | (12) |
|
|
|
105 | (2) |
|
Learning Intentions and Success Criteria |
|
|
107 | (4) |
|
Success Criteria for Effective Interdependence: The Link to Collective Student Efficacy |
|
|
111 | (4) |
|
Chapter 7 Learning in Pairs and Groups |
|
|
115 | (20) |
|
|
|
115 | (2) |
|
|
|
117 | (8) |
|
|
|
125 | (2) |
|
Handling Negativity in a Group |
|
|
127 | (8) |
|
Chapter 8 Assessment of Collective Student Efficacy |
|
|
135 | (12) |
|
Revisiting Success Criteria for Collective Student Efficacy |
|
|
135 | (2) |
|
|
|
137 | (3) |
|
|
|
140 | (2) |
|
Assigning Grades and Feedback to Individual and Group Contributions and Outcomes |
|
|
142 | (5) |
|
Chapter 9 The Possibility of Collective Student Efficacy |
|
|
147 | (4) |
|
Gains for Students and Teachers |
|
|
148 | (3) |
| References |
|
151 | (6) |
| Index |
|
157 | |
John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn; Visible Learning for Mathematics, Grades K-12; and 10 Mindframes for Visible Learning. Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!
Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Associations Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.
SHIRLEY CLARKE (M.ED., HON.DOC) is a world expert in formative assessment, specializing in the practical application of its principles. Many thousands of teachers have worked with Shirley or read her books and, through them, the practice of formative assessment is continually evolving, developing and helping to transform students achievements.
Shirleys latest publications are Visible Learning Feedback with John Hattie and Thinking Classrooms with Katherine Muncaster Her website www.shirleyclarke-education.org contains a videostreaming platform of clips of formative assessment in action as well as detailed feedback from her action research teams.
