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 two
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
Welcome and Expectations
5-10
Who and Why in the World – John
Hattie? And “Effect Size”
10-20
“What’s Good for the Goose … Is Good …”
20-30
Mind Frames – JigSaw
30-35
Student Expectations
35-40
Teacher Credibility
40-45
Homework
Sue A. Davis and Trish Carroll, Leadership
Consultants
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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.
7/18/2015
Sue A. Davis and Trish Carroll, Leadership
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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Sue A. Davis and Trish Carroll, Leadership
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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Sue A. Davis and Trish Carroll, Leadership
Consultants
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Sue A. Davis and Trish Carroll, Leadership
Consultants
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+ 140 more studies incorporated between
2009-2012
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Sue A. Davis and Trish Carroll, Leadership
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Consultants
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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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Sue A. Davis and Trish Carroll, Leadership
Consultants
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Sue A. Davis and Trish Carroll, Leadership
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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Sue A. Davis and Trish Carroll, Leadership
Consultants
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Sue A. Davis and Trish Carroll, Leadership
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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Sue A. Davis and Trish Carroll, Leadership
Consultants
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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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Sue A. Davis and Trish Carroll, Leadership
Consultants
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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.
Sue A. Davis and Trish Carroll, Leadership
Consultants
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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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Sue A. Davis and Trish Carroll, Leadership
Consultants
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John Hattie
Visible Learning for Teachers:
Maximizing Impact on Learning
Eight Mind Frames
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Consultants
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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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Consultants
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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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Consultants
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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
8e77e82fb974a&n=780b5fb2&ptb=14F0B299C827-486F-8064F2392FC8C7B5&si=CNHT9dnu7sCFcsRMwod9WMAQg&pg=GGweb&ots=138
9893318663&pn=1&ss=sub&st=hp&tpr=hpsb
&redirect=mPWsrdz9heamc8iHEhldEUJWx2kfb
lXyspvVAZeXoEk1vyT0eHr%2Fs5GsKVA%2FOM
9x&ord=1&
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Sue A. Davis and Trish Carroll, Leadership
Consultants
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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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Consultants
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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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Consultants
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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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Sue A. Davis and Trish Carroll, Leadership
Consultants
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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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Consultants
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Consultants
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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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Consultants
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