Hattie`s visible learning in 7 minutesx

Report
A quick summary
ie how you get a 400 page book that
explores 800+ meta-analyses of
educational research into student
achievement, all in 7 minutes…
 Gonski
report
 Performance pay – linked to achievement
YET AGAIN!!
 How do we measure performance?
• Test based?
• Against what criteria?
• What markers?
• And discriminators?
• School “success” vs individual AYP??
 This
little session will raise more
questions than it answers. And for those
of you who have been teaching for a
while you’re going to say yeah yeah yeah,
why is what Hattie’s saying any
different??
 Quick
you…
straw poll… ask the people around
The typical influence on achievement
So what is the typical “effect” across

800+ meta-analysis

50,000 studies, and

200+ million students?
+0.4<
If
you want to know what
that means – read the book
(I’ve got 6.30 left…)
The disasters ...
Rank
Influence
Studies
Effects
ES
120
Mentoring
74
74
.15
121
Teacher education
85
391
.12
122
Ability grouping
500
1369
.12
123
Gender
2926
6051
.12
124
Diet
23
125
.12
125
Teacher subject matter
knowledge
92
424
.09
132
Student control over learning
65
38
.04
133
Open vs. Traditional
315
333
.01
134
Summer vacation
39
62
-.09
136
Retention
207
2675
-.16
137
Television
37
540
-.18
138
Mobility
181
540
-.34
Low to middlin’
70
Time on Task
100
136
.38
71
Computer assisted instruction
4899
8914
.37
75
Attitude to Mathematics/Science
288
664
.36
90
Exercise/Relaxation programs
227
1971
.28
99
Summer school
105
600
.23
106
Class size
96
785
.21
107
Charter Schools
18
18
.20
108
116
Aptitude/treatment
interactions
Within class grouping
129
61
181
340
.16
.19
109
Personality
234
1481
.19
The winners ...
Rank
Influence
Studies
Effects
ES
1
Student expectations
209
305
1.44
3
Providing formative evaluation
30
78
.90
5
Acceleration
37
24
.88
6
Classroom behavioral
160
942
.80
8
Teacher clarity
na
na
.75
9
Reciprocal teaching
38
53
.74
10
Feedback
1287
2050
.73
Transparent
goals
• the more transparent the teacher
makes the learning goals, then the
more likely the student is to engage in
the work needed to meet the goal.
Success
criteria
• the more the student is aware of the
criteria of success, then the more the
student can see the specific actions
that are needed to attain these criteria
Rapid
formative
feedback
• the more there is feedback about
progress from prior to desired
outcomes the more positive attributes
to learning are developed
The teaching practices that
lead to confident learners
This is not a step-by-step
program but about a series of
strategies and “mindframes”
that will make that impact
MINDFRAME 1 of 8 Teachers/leaders as
evaluators
A disposition to asking …
How do I know this is working?
How can I compare ‘this’ with ‘that’?
What is the merit and worth of this
influence on learning?
What is the magnitude of the effect?
What evidence would convince you
that you are wrong?
Where have you seen this practice
installed so that it produces effective
results?
MINDFRAME 2 of 8 - it’s about the teacher’s
/leader’s mindset, not the kids
Don’t blame the kids!!
 Social class/ prior achievement is
surmountable
 All students can be challenged
 Strategies not styles
 Develop high student expectations
 Enhance help seeking
 Develop assessment-capable students
 The power of developing peer interactions
 The power of critique/error/feedback
 Self-regulations and seeing students as
teachers
Look at the research on 90/90/90 schools
MINDFRAME 3 of 8 teachers/leaders as
CHANGE AGENTS
Achievement can be changed
& enhanced vs it is immutable
& fixed
Look at students as individuals
who can change, don’t use
“bands” etc as your markers
 Teaching as an enabler not a
barrier
 The power of learning
intentions
 The power of success criteria

Edubabble? - The contrasts

An active teacher, passionate for their subject
and for learning, a change agent
OR

A facilitative, inquiry or discovery based
provider of engaging activities
Activator or Facilitator?
An activator
A facilitator
Reciprocal teaching
Simulations and gaming
Feedback
Inquiry base teaching
Teaching students self-verbalization
Smaller class sizes
Meta-cognition strategies
Individualised instruction
Direct instruction
Problem-based learning
Mastery learning
Different teaching for boys and girls
Goals –challenging
Web-based learning
Frequent / effects of testing
Whole Language Reading
Behavorial organizers
Inductive Teaching
Activator or Facilitator?
An activator
ES
A facilitator
ES
Reciprocal teaching
.74
Simulations and gaming
.32
Feedback
.72
Inquiry base teaching
.31
Smaller class sizes
.21
Teaching students self-verbalization.67
Meta-cognition strategies
.67
Individualised instruction
.20
Direct instruction
.59
Problem-based learning
.15
Mastery learning
.57
Different teaching for boys and girls.12
Goals –challenging
.56
Web-based learning
.09
Frequent / effects of testing
.46
Whole Language Reading
.06
Behavorial organizers
.41
Inductive Teaching
.06
.60
.17
MINDFRAME 4 of 8
Teachers/leaders gaining feedback about themselves
 Feedback
is information provided by an agent
(e.g., teacher, peer, book, parent,
self/experience) regarding aspects of one’s
performance or understanding.
MINDFRAME 5 of 8
AFT = Assessment as feedback to teachers
 Who
did you teach well, who not so well?
 What did you teach well, not so well?
 Where are the gaps, strengths, achieved, to
be achieved?
 Levels and Progress
 Developing a common conception of
progress
 Use assessment info not to make
judegements about your efficacy as a
person but what you need to work on as a
teacher!!
MINDFRAME 6 of 8
Challenge vs “do your best”
 Maintain the challenge
 Kids will invest in challenge if
attached to reputation
 “Do your best” is a cop-out phrase
 Power of learning intentions
 Power of success criteria
MINDFRAME 7 of 8
Dialogue not Monologue
What can I say –
we talk too much!
80% of classroom time
is estimated as being
teacher-talking – needs
to be reversed
MINDFRAME 8 of 8
It’s about “not knowing”/error: relationships in
classrooms
The importance
of error and not
knowing …
Build trust and rapport
Student more than teacher questioning
Teacher clarity, support, and What’s
next
Peer teaching, assessment, learning
It’s more about the learning than the
teaching
We don’t have to be the experts!!
A disposition to asking –
o How do I know this is working?
o How can I compare this with that?
o What is the merit and worth of this influence on
learning?
o What is the magnitude of the effect?
o What evidence would convince you that you are wrong?
o Where have you seen this practice installed so that it
produces effective results?
o HOW COME I WAS SUCCESSFUL WITH THOSE KIDS?
WHAT IS MY IMPACT? - The ultimate question
o Harder to acknowledge success
o Got to create a dialogue that asks questions
What some teachers/leaders do!
 Clear
learning intentions
 Challenging
success
criteria
 Range
 Know
of learning strategies
when students are not
progressing
 Providing
 Visibly
feedback
learns themselves

Understand learning intentions

Are challenged by success criteria

Develop a range of learning
strategies

Know when they are not progressing

Seek feedback

Visibly teach themselves
 where
am I going?
 how am I going (progress)?
 where to next?
The students can’t ask the
questions unless we
teach them how to ask
them, that means we need
to frame the way we
structure our lessons
around that sort of
immediate feedback
This material is not mine!!
 This material is ALL based on Hattie’s
own presentation on his text Visible
Learning, 2008 Routledge; ISBN
13: 9780415476188; ISBN
10: 0415476186
 There is now also Visible learning for
teachers (2011) ie Visible learning for
dummies – just give us the stuff that’s
going to work in the
classroom…Again, Routledge,
 ISBN 13: 9780415690157 ISBN
10: 0415690153
 Three more books are due out soon

 Other
key researchers to look at whose
work parallels this includes • Douglas Reeves – Accountability in action
(2000) - looking at 90/90/90 schools
• Larry Ainsworth – Power standards (2003),
Unpacking the Standards (2004)
• Marzano – The science and art of teaching
(2007), Classroom instruction that works
(2004)
• All of these guys have stuff online and
references to other resources…
This
is where YOU
take over…
Transparent
goals
• the more transparent the teacher
makes the learning goals, then the
more likely the student is to engage in
the work needed to meet the goal.
Success
criteria
• the more the student is aware of the
criteria of success, then the more the
student can see the specific actions
that are needed to attain these criteria
Rapid
formative
feedback
• the more there is feedback about
progress from prior to desired
outcomes the more positive attributes
to learning are developed

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