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Welcome. FIDELITY. Wednesday April 23, 2008 Breakout E Session 42 John Vail, Ed.S. Kalamazoo RESA. The classic definition. Fidelity. a :  the quality or state of being faithful b :  accuracy in details : exactness. The Story.

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April 23, 2008

Breakout E Session 42

John Vail, Ed.S.

Kalamazoo RESA

the classic definition
The classic definition


  • a: the quality or state of being faithful b: accuracy in details :exactness
some baseline information based on 180 000 studies and over 50 million students
Some Baseline Informationbased on 180,000 studies and over 50 million students
  • Getting a year older has an effect size of 0.10
  • Just having a teacher in the classroom has an effect size of 0.24
  • The average effect size of innovations in schools is 0.40

Hattie, J. (1999, August).

  • High end
    • Reinforcement 1.13
    • Instructional Quality 1.00
    • Instructional Quantity 0.84
    • Remediation/Feedback 0.65
  • Low End
    • Team teaching 0.06
    • Mass media -0.12
    • Retention -0.15

Hattie, J. (1999, August).

teacher factors
  • “The impact of decisions made by individual teachers is far greater than the impact of decisions made at the school level.”
  • “More can be done to improve education by improving the effectiveness of teachers than by any other single factor.”

Robert Marzano


JigsawIn groups of four, read the excepts from Hattie’s paperPerson 1 Sections A & DPerson 2 First half of Section BPerson 3 Second Half of Section BPerson 4 Section C

Hattie, J. (1999, August). Influences on student learning. Inaugural lecture presented at

the University of Auckland, Auckland, New Zealand. Retrieved February 9, 2008


the three critical factors john hattie 1999
The Three Critical FactorsJohn Hattie, 1999
  • Goals
  • Feedback
  • Reconceptualization of Information

Innovations, changes, initiatives, etc. merely alter the probability of the three factors occurring.

It is the individual teacher that determines whether innovations actually impact teaching.

Teachers who impact student learning the most constantly innovate and seek better ways.

total instructional alignment

Total Instructional Alignment

Making sure that what we are teaching, what we are assessing, and how we are teaching are congruent.

Lisa Carter

“Every Child Deserves the Opportunity to Learn”

2008 presentation – Effective Schools Conference

the three domains of total instructional alignment
The Three Domains of Total Instructional Alignment
  • Alignment of the system
    • Are we aligning the system to the students or are we requiring the students to align to the system?
  • Alignment of the standards, curriculum and assessment
    • Is there a direct match between these elements?
  • Alignment of instructional practice
    • Is what happens in the classroom behind closed doors matching the intended curriculum?
all learners school independent learners and school dependent learners
All Learners = School Independent Learners and School Dependent Learners

Anything the teacher

teaches in the classroom

What teachers are told

they must teach







Anything that we test kids

on and hold them accountable

for learning

total instructional alignment18
Total Instructional Alignment







the bottom line
The Bottom Line
  • Any innovation you bring into the classroom or school to improve outcomes on student assessments presumes that there already is alignment of the intended (C), taught (I), and tested (E) objectives.
  • The innovation itself will not improve outcomes if alignment does not exist!
  • Three critical learning variables for students
  • Three critical learning variables for teachers
  • Instructional alignment


Like their students, they (teachers) must set challenging goals, seek feedback on the effectiveness of their teaching on students, and constantly be attentive to improvement and innovating methods which optimize feedback and meeting challenging goals.

Hattie, J. (1999)

one possible way

One Possible Way

Peer Observations