Impactful Education : 5 of the Most Impactful Strategies YOU Should Plan for Your Next School Year

This is the first of a 6 part series called "Impactful Education"

Introduction

Time is hard to manage, especially when you are a school leader bombarded with new initiatives, grants, and educational trends. Ms. Evan, a new principal at an international school in Malaysia, faced these exact challenges. At the beginning, she tried her best to do what her predecessor did well: listen to her parents, her teachers, her students, her regulators, the best practices in education, and the community. In the end, she was utterly exhausted and wondered if she made any impact at all. There is a Ms. Evan in all of us as new educational leaders. To help you out, here's a list of 5 research-based educational strategies YOU can't afford to miss out on.

1. Relationships: "I learn best from those I trust"

The Challenge

When Ms. Evan first took on her role, she noticed a significant gap between teachers and students. The interactions were formal, and many students seemed disengaged. The school environment lacked the warmth and trust necessary for students to feel supported and motivated.

The Strategy

Ms. Evan decided to prioritize fostering strong teacher-student relationships. She encouraged teachers to get to know their students personally, understand their backgrounds, interests, and challenges, and show genuine interest in their well-being. This took the form of "teacher-student lunch meetings," hug welcomings to class, and doing personality and interests tests.

Statistics

• Strong teacher-student relationships can improve student engagement and achievement by up to 27% (Hattie, 2009).
• Schools with strong teacher-student relationships report a 20% increase in student retention (Hattie, 2009).

Ms. Evan's Experience

Ms. Evan saw immediate changes. Students learn better from teachers who show they care about them, and finding out about their students did just the trick! Students were more enthusiastic and willing to participate in class. Teachers reported a newfound joy in their work as they connected with their students on a deeper level. The school atmosphere became more positive and supportive, and students started to perform better academically.

2. Feedback: "How am I supposed to improve?"

The Challenge

Feedback in Ms. Evan’s school was sporadic and often too vague to be useful. Often they got a grade back from their assessed work, but what did that mean? Telling a student they got a B or a 5 out of 7 doesn't mean much. They needed to know what to do next. Students received grades and comments, but they were not constructive enough to guide improvement.

The Strategy

Ms. Evan introduced structured feedback mechanisms. She trained teachers to provide timely, specific, and constructive feedback. This included:

• Setting clear learning goals.
• Providing regular, formative feedback.
• Encouraging self-assessment and peer feedback.
• Using rubrics to ensure consistency and clarity.

Statistics

• Effective feedback has an effect size of 0.70, making it one of the most powerful influences on student achievement (Hattie, 2009).
• Students receiving regular feedback are 30% more likely to improve their performance (Black & Wiliam, 1998).

Ms. Evan's Experience

It's not enough to set expectations. Learners need to know how to succeed. Telling them the actions they need to take to succeed isn't spoonfeeding them. They still need to do the work, but now as educators, we have provided clarity in their journey. Students felt more confident and understood exactly what was expected of them. They were able to make targeted improvements and saw their efforts reflected in their grades.

3. Discussions: "I learn better by talking"

The Challenge

Classroom interactions in Ms. Evan’s school were mostly teacher-led, with limited student engagement. Students were passive recipients of information rather than active participants in their learning process. This approach limited their critical thinking and communication skills.

The Strategy

Ms. Evan promoted a culture of open classroom discussions. She encouraged teachers to:

• Use open-ended questions.
• Facilitate group discussions and debates.
• Create a safe environment for students to express their ideas.
• Integrate discussion-based activities into the curriculum.

Statistics

• Classroom discussions have an effect size of 0.82, which significantly boosts critical thinking and understanding (Hattie, 2009).
• Classes that incorporate discussions see a 25% improvement in student comprehension (National Education Association, 2012).

Ms. Evan's Experience

Kids love to talk, even more so with each other. When we give them the opportunity to talk about matters of importance to them in a well-designed class activity, the learning explodes. They become interested and engage in the learning process. Instead of memorizing World War II, let them form mini debates about who started the war, taking turns to research and take sides. Instead of memorizing the different leaf types, have them discuss what plants to put in their imaginary greenhouse/office building/house. They learned to articulate their thoughts, listen to others, and construct well-reasoned arguments.

4. Metacognitive Strategies: "I think, I thought about thinking, I what??"

The Challenge

Students at Ms. Evan's school often struggled with self-awareness in their learning processes. In the past, they either did what their seniors recommended they do, what YouTube said they should do, or what their parents said they should do. They had no confidence or experience planning, trying, and learning about who they are and how they learned best. They lacked strategies to plan, monitor, and evaluate their learning activities, leading to lower self-confidence, ineffective study habits, and lower academic performance.

The Strategy

Ms. Evan introduced metacognitive strategies into the curriculum. This involved teaching students to:

• Set specific learning goals.
• Plan their study schedules and activities.
• Monitor their progress and adjust strategies as needed.
• Peer sharing of best practices.
• Reflect on their learning experiences to identify strengths and areas for improvement.

Statistics

• Metacognitive strategies have an effect size of 0.69, proving effective in boosting student achievement (Hattie, 2009).
• Students who use metacognitive strategies are 50% more likely to perform well academically (Dignath & Büttner, 2008).

Ms. Evan's Experience

As they tested their learning styles, they became more independent learners. They developed better study habits and were able to articulate their own personal learning strategies. This led to improved academic performance and greater confidence in their abilities. Most of all, they learned what they wanted and how to get there.

5. Self-Reported Grades: "I need to set my own goals"

The Challenge

Ms. Evan noticed that students often felt disconnected from their academic goals. They were used to following the directives of their teachers and parents but lacked a personal connection to their learning objectives. This disconnection led to a lack of motivation and ownership over their educational outcomes.

The Strategy

Ms. Evan implemented a system for self-reported grades, encouraging students to:

• Set their own learning goals and objectives.
• Regularly assess their progress towards these goals.
• Reflect on their performance and identify areas for improvement.
• Share their goals and progress with peers and teachers for accountability and support.

Statistics

• Self-reported grades have an effect size of 1.33, making it one of the highest influences on student achievement (Hattie, 2009).
• Students who set their own learning goals are 40% more likely to achieve them (Zimmerman, 2008).

Ms. Evan's Experience

Allowing students to set and assess their own goals fostered a sense of responsibility and motivation. Students felt empowered to take control of their learning journey. They became more engaged and driven to achieve their targets. Teachers noticed a significant increase in student effort and achievement.

Conclusion

By focusing on these five impactful strategies, Ms. Evan not only improved academic outcomes but also created a more supportive and engaging school environment. These changes led to emotional relief for both students and teachers, a feeling of success, and even monetary gains through better student retention and performance.

Implementing these strategies in your school can lead to similar benefits. By prioritizing strong relationships, effective feedback, open discussions, metacognitive strategies, and self-reported grades, you can create a nurturing and successful educational environment.

Works Cited

Black, Paul, and Dylan Wiliam. "Assessment and Classroom Learning." Assessment in Education: Principles, Policy & Practice, vol. 5, no. 1, 1998, pp. 7-74.

Dignath, Charlotte, and Gerhard Büttner. "Components of Fostering Self-Regulated Learning among Students. A Meta-Analysis on Intervention Studies at Primary and Secondary School Level." Metacognition and Learning, vol. 3, no. 3, 2008, pp. 231-264.

Gartner, Audrey, and Frank Riessman. "Peer Tutoring: Toward a New Model." *Education+, vol. 2, no. 1, 1993, pp. 112-119.

Hattie, John. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge, 2009.

National Education Association. "Research Spotlight on Academic Ability Grouping." NEA, 2012.

Zimmerman, Barry J. "Goal Setting: A Key Proactive Source of Academic Self-Regulation." Handbook of Self-Regulation of Learning and Performance, Routledge, 2008, pp. 269-279.

For Dr. Vincent Chian, education is as much about leadership as it is about lifelong learning and accessibility. When not engaged in professional activity, he seeks the quiet solitude of calligraphy or the rhythmic pace of a bike trail. His nights are often filled with the art