Transcript Visible Learning PowerPoint Presentation

Professional Development to Practice
Visible Learning
High IMPACT practices for Effective
Teaching and Learning
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
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Welcome and
Introductions
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Walk About / Talk About
Silently read your quote and formulate your thoughts
around the following prompts:
Do you agree or disagree with the quote?
 On a scale of 1-4, how would you rate your feelings
regarding the quote:
1 = Strongly Disagree, 2 = Disagree, 3 = Agree, 4 = Strongly Agree
 Choose 1-2 key words or concepts contained in the
quote with regard to student learning.
Follow the directions and cues from the presenter and
engage in 2 rounds of walking and talking.
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Today’s Norms/Working Agreements

Be Present and Professionally
Courteous
 Limited side conversations, please
 Technology is in manners mode

Be Open Minded

Be Willing to Engage in Conversation,
Share Ideas, and Ask Questions

Look through the Lens of “How Might I
Transfer…”
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Today’s Learning Objectives
• Introduce and review John Hattie’s research around influences
related to student achievement
• Gain an awareness of those habits of mind and beliefs (mind
frames) that contribute to positive impact on student learning
• Explore the effect size of various influences on student
learning.
• Understand instructional behaviors and practices that have
significant impact student achievement.
• Explore the effect size of various influences on student
learning.
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Essential Questions
How can instructional impact on student learning
be measured?
Why is it important to track and monitor
instructional impact on student learning?
What instructional practices and behaviors have
significant positive impact on student learning?
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Framing the Learning
Session at A Glance
• Setting the stage:
– Welcome &Introductions
– Mindset Activity – “Walk About, Talk About”
– Norms/Objectives/Framing the Learning/Connections
• Visible Learning :Key Concepts and Principles
– What is Visible Learning/John Hattie/Meta-Analysis/Effect
Size
– Eight Mindframes /Jigsaw Activity
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Framing the Learning
Session at A Glance
• Maximizing Impact
– Effect Size Activity – Make an Educated Guess
– Three major messages for teachers
• Visible Learning: Implementation
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A Direct Link
Missouri Teacher Standards
• Standard #2 Student Learning, Growth and
Development
– The teacher understands how students learn, develop
and differ in their approaches to learning. The teacher
provides learning opportunities that are adapted to
diverse learners and support the intellectual, social, and
personal development of all students.
Professional Development to Practice
A Direct Link
Missouri Teacher Standards
• Standard #5 Positive Classroom Environment
– The teacher uses an understanding of individual/group
motivation and behavior to create a learning
environment that encourages active engagement in
learning, positive social interaction, and self-motivation.
Professional Development to Practice
A Direct Link
Missouri Teacher Standards
• Standard #7 Student Assessment and
Data Analysis
– The teacher understands and uses formative and
summative assessment strategies to assess the learner’s
progress and uses both classroom and standardized
assessment data to plan ongoing instruction. The
teacher monitors the performance of each student, and
devises instruction to enable students to grow and
develop, making adequate academic progress
Professional Development to Practice
A Direct Link
Missouri Teacher Standards
• Standard #8 Professionalism
– The teacher is a reflective practitioner who continually
assesses the effects of choices and actions on others.
The teacher actively seeks out opportunities to grow
professionally in order to improve learning for all
students.
Professional Development to Practice
Visible Learning:
Key Concepts and
Principles
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
“Visible” refers to making student
learning visible to teachers, ensuring
attributes that make a “visible”
difference to student learning. The
“learning” aspect refers to how we
go about knowing and understanding
then doing something about student
“learning.”
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Professor John Hattie
 Currently the Director of Melbourne
Education Research Institute at the
University of Melbourne.
 Honorary Professor of Education at the
University of Auckland
 Has been both Professor and Chair of Educational Research
Methodology at the University of North Carolina.
 Regularly advises governments in New Zealand, Australia
and the United States.
 Has authored or co-authored 17 books and more than 500
papers.
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Meta-analysis & Effect Size
 The vast majority of innovations or educational strategies
can be said to “work” because they can be shown to have
a positive effect.
 But a student left to work on his own, with the laziest
teacher, would be likely to show improvement over a year.
 In 1976 Gene Glass introduced the notion of meta-analysis
– whereby the effects of each study are converted to a
common measure or effect size.
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The Typical Influence on Achievement
So what is the typical “effect” across:

800+ meta-analysis

50,000 studies, and

200+ million students?
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Categorically Speaking
Influence Category
Effect Size
Teacher
.50
Curricula
.45
Teaching
.43
Student
.39
Home
.35
School
.23
Average
.40
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http://www.youtube.com/watch?v=9ousr8uKosk
Listen closely for what John Hattie says
specifically regarding teacher impact.
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Mindframe Jigsaw (Part 1)
 Participants Count off in groups of 4
 This group –made up of a 1,2,3,&4 will be the HOME group
 On cue, participant move to “same number” groups. These
groups will read and become experts on their assigned
mindframes using the Jigsaw Activity Worksheet to record
their thoughts. (8-10 minutes)
 1’s Mindframe 1 pp. 3-6
 2’s Mindframes 2,3,&4 pp 6-9
 3’s Mindframes 5 & 6 pp 9-12
 4’s Mindframes 7 & 8 pp 12-13
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Mindframe Jigsaw (Part 2)
 Participants Return to their HOME groups and share
assigned mindframe information with the rest of the group.
(10-20 minutes)
 Each report session should be no longer that 3-5 minutes (including
questions)
 After all of the information has been shared, discussed
and clarifying questions asked and answered,
participants work independently on the
Mindframes Reflection Worksheet. (5-10 minutes)
 Whole group share (5-10 minutes)
Professional Development to Practice
Maximizing Impact
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
Maximizing Impact
“The biggest effects on
student learning occur
when teachers become
learners of their own
teaching, and when
students become their
own teachers.”
John Hattie
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Effect Size – The Research Ruler
• Effect size is a method of
comparing results on
different measures
(standardized tests,
teacher tests, student
work) over time or between
groups that allows multiple
comparisons.
Professional Development to Practice
Standard Deviation
+1.00
-1.00
MEAN
•
Students do
better than 84%
of students not in
that initiative
•
Typically
represent 2 years
growth in one
year
Professional Development to Practice
Hattie’s “Barometer of Influence”
Medium
Hinge
Point
hp= 0.40
0.4
0.15
0.7
0.0
Desired
Effects
1.0
-0.2
Reverse Effects
1.2
© John Hattie
Visible Learning
Professional Development to Practice
Make an Educated Guess
Work alone, with a partner,
or as a small group to
determine the “Barometer”
placement – high, medium, or low of the practices listed on the
activity sheet.
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Make an Educated Guess
HIGH
MEDIUM
LOW
0.60 or higher
0.40 - 0.59
0.39 or lower
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Fist to Five Prediction
Make a
prediction
of how
successful
you think
you will be
on this
exercise.
I have no idea what I’m doing, but
odds are I will get a few correct!
50-64% Correct (16-20/32)
65-75% Correct (21-24/32)
76-89% Correct (25-28/32)
90-100% Correct (29-32/32)
Professional Development to Practice
Make an Educated Guess
5
4
3
2
1
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Rank
(x/150)
Effect
Size
High-MediumLow
131
?
0.12
?
Low
?
Acceleration
15
?
0.68
?
High
?
Comprehension Programs
26
?
0.60
?
High
?
Concept Mapping
27
?
0.60
?
High
?
Cooperative vs. Individualistic learning
28
?
0.59
?
Medium
?
Direct Instruction
29
?
0.59
?
Medium
?
Feedback
10
?
0.75
?
High
?
133
?
0.12
?
Low
?
Influence
Ability Grouping/Tracking/Streaming
Gender (male vs. female achievement)
Professional Development to Practice
Rank
(x/150)
Effect
Size
High-MediumLow
44
?
0.52
?
Medium
?
109
?
0.22
?
Low
?
41
?
0.53
?
Medium
?
Matching Teaching with Student
Learning Styles
125
?
0.17
?
Low
Metacognitive Strategy Programs
14
?
0.69
?
Phonics Instruction
36
?
0.54
?
Professional Development on Student
Achievement
47
?
0.51
?
?
High
?
Medium
?
Medium
?
5?
0.90
?
High
?
Influence
Home Environment
Individualizing Instruction
Influence of Peers
Providing Formative Evaluation for
Teachers
Professional Development to Practice
Rank
(x/150)
Effect
Size
High-MediumLow
Providing Worked Examples
32
?
0.57
?
Medium
?
Reciprocal Teaching
11
?
0.74
?
High
?
Reducing Class Size
113
?
0.21
?
Low
?
Retention (Holding back a year)
148
?
-0.13
?
Low
?
Student Control Over Learning
144
?
0.04
?
Low
?
Self-Reported Grades/Student
Expectations
?1
?4
62
?
1.44
?
High
?
0.90
?
High
?
?
0.43
Medium
?
Influence
Teacher Credibility in the Eyes of
Students
Teacher Expectations
Professional Development to Practice
Rank
(x/150)
Effect
Size
High-MediumLow
136
?
0.09
?
Low
?
Student-Teacher Relationships
12
?
0.72
?
High
?
Using Simulations and Gaming
86
?
0.33
?
Low
?
Vocabulary Programs
17
?
0.67
?
High
?
Whole Language Programs
140
?
0.06
?
Low
?
Within-Class Groupings
120
?
0.18
?
Low
?
Response to Intervention
?3
122
?
1.07
?
High
?
0.18
?
Low
?
Influence
Teacher Subject Matter Knowledge
Family Structure
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Fist to Five Revisited
How did
your actual
performance
compare
with you
prediction?
I have no idea what I’m doing, but
odds are I will get a few correct!
50-64% Correct (16-20/32)
65-75% Correct (21-24/32)
76-89% Correct (25-28/32)
90-100% Correct (29-32/32)
Professional Development to Practice
 What surprised you?
 What do you have questions
about?
 What does this research mean for students
and teachers in your - District? Building?
 What does this research mean for your
classroom?
Professional Development to Practice
Three Major Messages for Teachers
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
Professional Development to Practice
Visible Learning
Implementation
The contents of this presentation were developed under a grant from the
US Department of Education to the Missouri Department of Elementary and
Secondary Education (#H323A120018). However, these contents do not
necessarily represent the policy of the US Department of Education, and
you should not assume endorsement by the Federal Government.
Professional Development to Practice
What behaviors
and practices
(both teacher and
student) do you
notice that
provide evidence
of “visible
learning”?
https://www.youtube.com/watch?v=tSoo0K5eMmI
Professional Development to Practice
What behaviors
and practices
(both teacher and
student) do you
notice that
provide evidence
of “visible
learning”?
https://www.youtube.com/watch?v=z-Vu_CqyEpo
Professional Development to Practice
What behaviors
and practices
(both teacher and
student) do you
notice that
provide evidence
of “visible
learning”?
https://www.youtube.com/watch?v=PpKajKMuABs
Professional Development to Practice
What behaviors
and practices
(both teacher and
student) do you
notice that
provide evidence
of “visible
learning”?
https://www.youtube.com/watch?v=RX5iwws52AI&index=22&list=PLY8
NQxM1fI0-_GdSYdFp1oeDIP-LPkKjo
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Practice Profile
Professional Development to Practice
Fidelity Checklist – Assess and Share
YES
I ensure that my instructional practices and learning behaviors are
consistent with mindframes that contribute to positive levels
impact on student learning.
I implement instructional practices and strategies determined to
have “hinge points” of 0 .40 or greater, with fidelity, consistency,
frequency, and based on causal data.
I ensure all instructional practices and strategies are implemented
with fidelity, consistency, frequency and actionable feedback.
I have established a classroom learning environment based
on effective, interactive student/teacher relationships.
I implement instructional practices and behaviors that
positively impacts learning for every student.
Can provide defensible evidence of positive impacts of the
teaching on student learning.
PARTIALLY
NO
Professional Development to Practice
Final Reflection
Most important thing you learned and why?
One thing you learned that surprised you and
why?
One thing you learned that you want to know
more about?
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