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John Hattie conducted extensive research on the strategies that were found to be most effective for improving student learning outcomes. According to Hattie, "visible learning occurs when teachers see learning through the eyes of students..." (Hattie, 2015). What better way to see how learning has occurred, from a student perspective, than to encourage and create opportunities self-assessment and reflection? Teachers in the Reggio Emilia preschools in Italy have been practicing this strategy for decades in their documentation of student reflection via images, transcripts, and artwork. The Hundred Languages of Children expresses the idea that children communicate their knowledge and process of learning in many different ways. Through reflection and self-assessment, students use metacognitive skills to come to a better understanding of 'the point' of their learning in a larger context. ePortfolios are an excellent example of using technology to meet this strategy. My students use Blogger as a platform for their ePortfolios, and report on their activities and progress, set goals and strategies, compile a full list of their technology work, and have guided discussions with me at the end of their rotation.
The strategies set forth by Marzano and Hattie do not need to be viewed as isolated, separate entities in the broader scope of education. Rather, they are critical to the achievement of students and enmesh with curricular standards such as Common Core. The same can be said for the use of technology in classrooms. In the Metiri Group publication, technology is lauded as critical in assisting students in building knowledge. They write, "Researchers find that extracting the full learning return from a technology investment requires much more than the mere introduction of technology with software and web resources aligned with the curriculum. It requires the triangulation of content, sound principles of learning, and high-quality teaching -- all of which must be aligned with assessment and accountability." (Cisco Systems, Inc., 1992-2006). Technology in schools can be rationalized because of the pivotal roles in plays as a learning tool, a data tool, and an enabling force for action on a local and global platform (Cisco Systems, Inc., 1992-2006).
Common Core State Standards have the opportunity to integrate these strategies and the use of technology. Free, online programs like Khan Academy can be used by classrooms and entire school districts to allow for 'flipped' learning and monitoring student progress and skill acquisition. The math section of Khan Academy is aligned to the grade level standards set forth by CCSS and allows students to 'chunk' their learning, as Marzano writes, engage in problem solving and vocabulary building (Hattie), and provides instantaneous feedback on progress, complete with a points and badges system (Marzano). When teachers utilize successful instructional practices with their students, content mastery and learning targets are more easily achieved.
The following suggestions may assist educators in aligning technology and sound instructional practice with standards (via www.p21.org):
- Look at standards through the broader lens of 21st Century Skills, college and career readiness
- Use 'Understanding by Design' principles
- Encourage inquiry-based learning
- Embed performance-based assessments
- Develop project-based learning units such as portfolios
- Collect and share exemplary student work
- Provide meaningful professional development for educators
- Incorporate 21st Century Themes, such as Global Awareness, Civic, Financial, Health, and Environmental Literacies in all skill acquisition
"Introduction Marzano's Nine Strategies for Effective Instruction." YouTube. YouTube.
"P21 Common Core Toolkit: Partnership for 21st Century Skills." N.p., 2011. Web.
"VISIBLE LEARNING - Information About What Works Best For Learning."VISIBLE LEARNING. 2015. Web.
Malaguzzi, Loris. I Cento Linguaggi Dei Bambini: Narrativa Del Possibile = The Hundred Languages of Children: Narrative of the Possible. Italy: Reggio Children, 1997. Print.
Metiri Group. "Technology in Schools: What the Research Says." (2006): 1-18. Cisco Systems, Inc. Web.
Wakefield, Jane. "Technology in Schools: Future Changes in Classrooms."Technology. N.p., 2 Feb. 2015. Web.