Heat Maps support students and teachers to monitor and measure progress. Our first Micro Move on Heat Maps has been our most popular Micro Move so far. As a result, we have created our free resource of Downloadables where there are multiple examples of Heat Maps from our work in classrooms and from the schools we partner with.
What are some things we have learnt about implementing Heat Maps?
We have noticed a shift in teacher language about self-assessment from 'students being honest' to 'students being accurate'. We work on the assumption that students are honest, but may not yet have the knowledge, skills or dispositions to be accurate self-assessors. Teachers have shared multiple examples of students over and under-estimating their knowledge and skills against success criteria and asking what we should be doing to help students be more accurate (as opposed to honest).
The reality is that in some instances students need our help to be accurate.
How might we do that? What have we learnt from teachers (and students) we partner with?
Here are 5 ideas to add to your Heat Map Micro Moves
Idea 1: Share the whole heat map but only self-assess the parts that are relevant to the learning at that point in time
What is the ideal number of success criteria for students to self assess against? Whilst teachers and students indicate that in many instances there is value in sharing the whole heat map up front, self-assessing (colour coding the success criteria) the whole heat map is not always the best idea.
To support self-assessing only relevant parts of the Heat Map teachers have numbered the success criteria and/or emphasised the success criteria being focused on. In Figure 1 you can see how the Heat Map, the slide used to support students to self assess and the quick task all align and support students to focus on one part of the Heat Map at a time.
Figure 1 - Foundation/ES1 Maths
Idea 2: Teach students about the Dunning-Kruger effect.
The Dunning-Kruger effect happens when someone knows so little about a subject that they believe they are more of an expert than they are. The more a person learns about that subject, the more they realise how much they don't know. You will find a link about this at the bottom of this Micro Move or search for yourself. Sharing this with students before engaging in a self-assessment is one way teachers are helping students be more accurate.
Idea 3: Delay the self-assessment until there is some evidence.
Schools we partner with have multiple ways of gathering evidence through pre-assessment. How might you help students use this pre-assessment evidence to self assess? In Figure 2, Andrew Stanley from Tumby Bay Area School, South Australia, worked through a process with the students of aligning the pre-assessment with the success criteria on the Heat Map. You can see the lettering of A, B etc... on both the pre-assessment and Heat Map.
Figure 2
Idea 4: Implement strategies that quickly generate some evidence.
Quick quizzes, True-False, Think 1 - Think 2 are some of our favourite strategies to quickly helps students generate evidence to check what they do and do not yet know. You can implement these after an initial self-assessment and get students to add another colour showing changes to their knowledge or skills (see more about this in Idea 4) or, before you get them to self-assess.
HOT TIP: It is helpful for the students if you:
Show them the Heat Map and success criteria
Make clear that the purpose of the quiz, T-F or Think 1-2 is to help them be more accurate
Align the quick check with the success criteria
Figure 3 - Year 9 Science
Idea 5: Help them check and change their colour.
Another challenge that teachers identified regarding accuracy was students being prepared to show if they in fact knew less than they initially thought because now they know more.
Two strategies that teachers have described as working are:
Strategy 1: Getting students to complete a Know Chart.
Ungarra Primary School: In Figure 4, students completed Show Time 1 before add their first row of colour to the Heat Map. Note that for this Heat Map red not yet and green was 'good to go'. They then engaged in some tasks, completed Show Time 2 and then added to the Heat Map again. This all occurred in one lesson. This student indicated they knew more about perimeter (orange to blue) and more about finding perimeter (red to orange). They could also see where they had been accurate as indicated by no colour change.
Figure 4 - Year 4/5/6 Maths
Encounter Lutheran School: In Figure 5 the student is expected to complete the Know Show chart to show they know what they are most confident they know. You will note a colour change for one of the success criteria after the Know Show. Thank you to Chelsea Hewitt from Encounter Lutheran College, South Australia for the example in Figure 5 and for inspiring Figure 4.
Figure 5 - Year 4 Maths
Strategy 2: Celebrating accuracy
The second strategy is to celebrate students who are prepared to show they know less (or more) than they initially thought as this accuracy will support their learning moving forward.
What are you noticing about how your students are using Heat Maps to monitor and measure progress?
Dunning-Krueger Effect video you might be interested in https://www.youtube.com/watch?v=4FGnb2lgPBA&t=210s
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