Transcript Document

VISIBLE LEARNING
FOR TEACHERS
MAXIMIZING IMPACT ON
LEARNING
JOHN HATTIE
7/18/2015
Sue A. Davis and Trish Carroll, Leadership
Consultants
1
Participants will be able explain “Effect Size” as it relates
to the work of John Hattie.
(I can explain “Effect Size” to another educator).
Participants will be able to locate Hattie’s “Mind Frames”
and discuss them as foundational to instructional
improvement.
(I can find references to John Hattie’s “Mind Frames”).
Participants will be able to illustrate the impact that
several of Hattie’s most promising “Effect Sizes” have on
student achievement.
(I can communicate to colleagues how “student
expectations for their own learning” and “teacher
credibility” affect learning).
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Sue A. Davis and Trish Carroll, Leadership
Consultants
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7/18/2015
Minutes
Topic / Activity
0-5
Introduction and Expectations
5-10
Who and Why in the World – John
Hattie? And “Effect Size”
10-20
Mind Frames for Schools, Leaders, Teachers, et al
20-30
Mind Frames – JigSaw
Sue A. Davis and Trish Carroll, Leadership
Consultants
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7/18/2015
Minutes
Topic / Activity
0-5
Review ““Effect Size
5-10
Information Points About Hattie’s Work
10-20
Student Expectations for Their Own Performance
20-25
Response to Intervention
25-30
Teacher Credibility
35-40
VTALL
40-45
TPGES and “Homework”
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Question:
If an explorer ventures into a new land,
would he /she benefit from previous
exploits from other uncharted
territories?
Probably. If NOT, he/she
would be wasting a lot
of resources, especially
in lost time and energy.
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Consultants
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Question:
If a scientist searches for a cure to a
terrible disease, would he /she benefit
from previous research completed by
other experts?
Probably. If NOT,
he/she would be wasting
a lot of resources,
especially in lost time
and energy.
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Consultants
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Question:
If a teacher crafts a better strategy to
help boys and girls learn at higher
levels, would he /she benefit from
research about previous strategies?
Hopefully. If NOT,
he/she would be wasting
a lot of resources,
especially in lost time
and energy.
And children have no
time to waste.
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+ 140 more studies incorporated between
2009-2012
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that a particular teaching strategy or
technique, used appropriately and with
fidelity, could bring about a year’s growth
in learning.
The “hinge point” for Hattie’s research is
.40 – the point at which a child has
succeeded in learning what is expected
in one school year.
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Consultants
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An effect-size of d=1.0
indicates an increase of
one standard deviation.
A one standard deviation
increase is typically
associated with
advancing children’s
achievement by two to
three years.
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Consultants
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Reverse Effects are self-explanatory, and below 0.0.
Developmental Effects are d=0.0 to d=0.15, and the
improvement we expect to see in a child who simply
grows up with little or not schooling.
Teacher Effects – teacher typically can attain
d=0.20 to d=0.40 growth per year, and this can
be considered average (refer to median
standard deviation). This is subject to a lot of
variation.
Desired Effects are those
above d=0.40 which are
attributable to specific
interventions or methods
being researched.
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“Effect Size of “1” indicates that a
particular approach to teaching or
technique advanced the learning of the
students in the study by one standard
deviation above the Mean.”
So an effect size of “1” is VERY GOOD
indeed.
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Influences on Student
Learning
from Visible Learning by
John Hattie
Activity
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Effect Sizes of Influences on Achievement
from John Hattie
1.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0
-0.2
-0.4
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The benchmark: 0.40 = one year’s learning
over one year’s time
Effect sizes greater than 0.40 accelerate
student learning.
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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
ES
1
Student expectations
1.44
2
Piagetian Programs
1.28
3
Response to Intervention
1.07
4
Providing formative evaluation
.90
4
Teacher credibility
.90
6
Micro-teaching
.88
7
Classroom discussion
.82
8
Teacher clarity
.75
9
Reciprocal teaching
.74
10
Feedback
.72
The 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
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
Behavioral 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 judgements
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
o
o
o
o
o
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?
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 of learning strategies
• Know when students are not
progressing
• Providing feedback
• Visibly learns themselves
Such that students …
• 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
Students need to learn to ask of
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
So …
Why don’t we go back to our
schools and districts, hand our teachers,
students and parents a list of what works
and tell them to “do it”?
Because …
We lack the right “Mind Frames!”
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John Hattie
Visible Learning for Teachers:
Maximizing Impact on Learning
Eight Mind Frames
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Visible Learning is …
… teachers see themselves as learners;
… students see themselves as teachers;
… teachers see “learning” through the eyes
of the student.
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Basic Information Point from Hattie, 1 of 5
He wondered what it was about HOW
the teacher works with learners and
what the teacher DOES with learners
that best helps students to learn.
Actually he was also interested in similar
questions about the student, their
home, the curriculum and the
institution, but, as he says, the part we
can influence to the greatest effect is the
teacher.
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Basic Information Point from Hattie, 2 of 5
Hattie found little difference in what
works across different levels of
education, from early childhood to
post graduate.
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Basic Information Point from Hattie, 3 of 5
Everything works.
Learning environments are INTENTIONAL,
so everything that happens there in some
way supports learning.
However, some things have a greater
influence on learning than others.
So, “what teachers do matters” because
teachers are the greatest influence in the
learning environment.
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Basic Information Point from Hattie, 4 of 5
What teachers do is second only to
what learners do to influence learning,
and luckily, teachers have a huge
influence on what learners do.
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Basic Information Point from Hattie, 5 of 5
In identifying what works, Hattie did not
consider any particular theory of
learning and teaching.
But having some framework of ideas in
which to use them is essential.
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Student expectations for their own learning –
Effect
Size of
1.44
Called “feedback”, but this is NOT the feedback a
teacher gives a student. It is the “feedback” that a
student gives the teacher about what they expect to
learn or discover from the work they are about to do.
This strategy involves the teacher finding out
what are the student’s expectations and pushing the
learner to exceed these expectations. Once a student
has performed at a level that is beyond their own
expectations, he or she gains confidence in his or her
learning ability.
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http://vimeo.com/41456488
http://search.tb.ask.com/search/redirect.jhtml
?action=pick&ct=GD&qs=&searchfor=Hattie+%
2B+selfreported+grades&cb=YN&p2=%5EYN%5Exdm0
02%5EYYA%5Eus&qid=80975087387b4270a75
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9893318663&pn=1&ss=sub&st=hp&tpr=hpsb
&redirect=mPWsrdz9heamc8iHEhldEUJWx2kfb
lXyspvVAZeXoEk1vyT0eHr%2Fs5GsKVA%2FOM
9x&ord=1&
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1.Students’ expectations of their own
performance.
This is the greatest predictor of student
success. If they think they can do it, they are
much more likely to do it successfully.
What to do?
Affirm learners when they do something well
of even give something a good try.
Make sure your expectations are clear.
Teach students to set goals.
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1.Students’ expectations of their own
performance.
Wanting /
Needing
From
Philip Race,
“Ripples on
a Pond”,
2010
Doing
Making Sense
Feedback
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Response to intervention–
Effect
Size of
1.07
RTI provides early, systematic assistance to
children who are struggling in one or many areas of
their learning.
RTI seeks to prevent academic failure through
early intervention and frequent progress
measurement.
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2. Response to Intervention
One thing learners have in common is that each one
is unique. Response to Intervention generally
operates on three tiers.
First level is the learning activity and support we
provide for all. For many leaners, this is enough and
they get on with it. We “screen” their learning and
determine which students need further intervention.
The second level is for those students who need more
focus to help them get into learning.
The third level is fr those students who need more
targeted support beyond that learning.
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Teacher credibility–
According to Hattie, teacher credibility is vital
to learning, and students are very perceptive about
knowing which teachers can make a difference.
Effect
Size of
0.9
There are four key factors of credibility: trust,
competence, dynamism and immediacy.
Hattie: “If a teacher is not perceived as
credible, the students just turn off.”
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Learning About Teaching
Student perceptions of a given teacher’s strengths
and weaknesses are consistent across the different
groups of students they teach. Moreover, students
seem to know effective teaching when they
experience it: student perceptions in one class are
related to the achievement gains in other classes
taught by the same teacher. Most important are
students’ perception of a teacher’s ability to control
a classroom and to challenge students with rigorous
work.
MET Project: Measures of Effective Teaching, p.9.
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Teacher Credibility
Your learners must trust you, by seeing that you trust in them, that you
know your material and can adapt it to their interests and needs.
You must show competence in organizing subject matter, being clear in
your approach to teaching it and managing classroom procedures.
You must be dynamic, speak with authority and use a variety of media for
learning.
You must be immediate – actively building learning relationships,
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Formative evaluation (assessment) –
Effect
Size of
0.9
Formative evaluation refers to any activity used
as an assessment of learning progress before or during
the learning process itself. In contrast, a summative
assessment evaluates what students know or have
learned at the end of the teaching – after all is done.
Formative assessment allows for fine-tuning
the student’s expectations for their own learning and
the teacher’s approach to the learning opportunity.
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Dollops of Feedback
… from teacher to student;
… from student to teacher;
… from teacher to teacher;
… from supervisor to teacher; and
… from the teacher to him/herself.
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Classroom discussion–
Effect
Size of
0.82
Classroom discussion is a method of teaching
that involves the entire class in discussion. The
teachers stops lecturing and students get together as a
class to discuss an important issue.
Classroom discussion allows for student to
improve communication skills by voicing their opinions
and thoughts. Teachers also benefit from classroom
discussion as it allows them to see if students have
learned from each other.
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Learners need to be active participants in
their learning.
Getting students to do more talking – with
each other, with the teacher and to the class
as a whole is important to enhance learning.
Ask questions. Set discussion exercises for
students to do in pairs or small groups.
Adopt the principle: “I will NOT reteach
what they already know!”
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Homework: Be familiar with concepts in
“Visible learning: what’s good for the
goose …” from Victoria
“Executive Summary and Key Findings:
from Hanover Research
“Make them believe in you” from TESS
by Darren Evans
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