What does the Research Say About . . . POP QUIZ!!!

The Rules In groups, you will be asked to put different educational practices in order from most effective to least effective. You will be given the “Effect Size” of the practices, but not in order. In “effect”, you are matching the practice with the effect size.

The Scoring After each question, the correct answer will be revealed and groups that got it completely correct will earn a point. The group with the highest score at the end of the competition will win . . . the respect and honor of the rest of the group.

What does “Effect Size” Mean? Effect size basically means “How many standard deviations would an average member of the test group be ahead of the average person in the control group.” This diagram shows an effect size of approximately 1.5 if the dotted line is the test group.

What does “Effect Size” Mean? CLE .5 .2 .56 .4 .61 .6 .66 .8 .71 1.0 .76 1.2 .80 1.4 .84 1.6 .87 1.8 .90 2.0 .92 Effect size can also be used to calculate the probability that a member of the test group will perform better than a member of the control group (called the “Common Language Effect Size”). So, an effect size of 1.2 either means that the strategy will work 80% of the time, with 80% of students, or 80% of the test students outperform the control students.

What does “Effect Size” Mean? Another way to look at it is this: - A student who drops out of school and grows a year older will achieve an overall effect size of up to 0.15 (developmental effects). - The best teachers without using any special strategies achieve an effect size of 0.4 (teacher effects). So, anything less than 0.15 is doing harm to students. Anything higher than 0.4 is accomplishing more than the best teacher possibly could without using that strategy. When looking for highly successful strategies, we expect an effect size greater than 0.4.

What does “Effect Size” Mean? Instead of using small, medium, or large, Hattie uses Reverse Effects, Developmental Effects, Teacher Effects, and Zone of Desired Effects as below. -0.2 0 0.15 0.4 1.2 Reverse Developmental Teacher Zone of desired effects Effects Effects Effects

Matching #1 1) After School Tutoring 2) Class-Size Reduction 3) Grade Retention .21 .09 -.16

Matching #1 Answers 1) After School Tutoring 2) Class-Size Reduction 3) Grade Retention This means that between two groups of 100 kids, one who go to tutoring and one who don’t, 53 of the kids who go to tutoring will be above the average (50) of the kids who do not. So, this really only affected 3 out of 100 kids. Smaller class size helps 6 out of 100 kids. Grade retention hurts kids. B) .09 .21 C) -.16 Effect Size CLE .5 .2 .56 .4 .61 .6 .66 .8 .71 1.0 .76 1.2 .80 1.4 .84 1.6 .87 1.8 .90 2.0 .92

Matching #2 4) Classroom Management 5) Teacher Ed. Programs 6) Teacher’s Subject Matter Knowledge .52 .09 .11

Matching #2 4) Classroom Management 5) Teacher Ed. Programs 6) Teacher’s Subject Matter Knowledge This means that if you were to look at test scores and try to guess which teacher had more subject matter knowledge or more teacher ed. classes, you’d be correct about 52% of the time. Random chance would make you correct 50% of the time. Science teachers were a little higher, but still less than 0.4. .52 .11 B) .09 Effect Size CLE .5 .2 .56 .4 .61 .6 .66 .8 .71 1.0 .76 1.2 .80 1.4 .84 1.6 .87 1.8 .90 2.0 .92

Matching #3 7) Teacher-Student Relationship 8) Teacher Passion 9) Teaching Test-Taking Skills .22 .72 .90

Matching #3 Answers 7) Teacher-Student Relationship 8) Teacher Passion 9) Teaching Test-Taking Skills B) .72 C) .90 A) .22 Effect Size CLE .5 .2 .56 .4 .61 .6 .66 .8 .71 1.0 .76 1.2 .80 1.4 .84 1.6 .87 1.8 .90 2.0 .92 So, if you were to look at pairs of students and guess which one had a passionate teacher, you’d be correct 74% of the time. For guessing which students were in a class with a good relationship to the teacher, you’d be correct about 70% of the time. For guessing which ones had been taught test-taking skills, you’d be correct about 57% of the time. Or, in a school of 3000, teaching test taking skills will help approximately 210 students score higher, whereas improving teacher-student relationships would help 600.

Matching #4 10) Allowing low-performing students to use a calculator in math 11) Allowing average students to use a calculator in math 12) Allowing high performing students to use a calculator in math .3 .2 -.23

Matching #4 Answers 10) Allowing low-performing students to use a calculator in math 11) Allowing average students to use a calculator in math 12) Allowing high performing students to use a calculator in math .3 .2 -.23 So, calculators hurt high-performing students and help low-performing students in math. That is somewhat counterintuitive.

Matching #5 13) Using Inquiry in Biology 14) Using Inquiry in Chemistry 15) Using Inquiry in Physics .10 .27 .40

Matching #5 Answers 13) Using Inquiry in Biology 14) Using Inquiry in Chemistry 15) Using Inquiry in Physics .40 .10 B) .27 Effect Size CLE .5 .2 .56 .4 .61 .6 .66 .8 .71 1.0 .76 1.2 .80 1.4 .84 1.6 .87 1.8 .90 2.0 .92 So, inquiry works best in biology, as well as a great teacher who doesn’t use inquiry. In chemistry, if you randomly select an inquiry student and a non-inquiry student, 53% of the time, the inquiry student would perform better. Maybe the more theoretical the science is, the worse Inquiry works?

Matching #6 The effect of homework on achievement in: 16) Elementary School 17) Middle School 18) High School .15 .31 .64

Matching #6 Answers The effect of homework on achievement in: 16) Elementary School 17) Middle School 18) High School .15 .31 C) .64

Matching #7 19) Inquiry-Based Teaching 20) Direct Instruction 21) Problem-Based Learning .59 .15 .26

Matching #7 Answers Effect Size CLE .5 .2 .56 .4 .61 .6 .66 .8 .71 1.0 .76 1.2 .80 1.4 .84 1.6 .87 1.8 .90 2.0 .92 19) Inquiry-Based Teaching 20) Direct Instruction 21) Problem-Based Learning C) .26 .59 .15 This study defines inquiry-based teaching as, “the art of developing challenging situations in which students are asked to observe and question phenomena; pose explanations of what they observe; devise and conduct experiments in which data are collected to support or contradict their theories; analyze data; draw conclusions from experimental data; design and build models; or any combination of these. Such learning situations are meant to be open-ended in that they do not aim to achieve a single “right” answer for a particular question being addressed, but rather involve students more in the process of observing, posing questions, engaging in experimentation or exploration, and learning to analyze and reason.” The effect size for IBT on content learning was .26, on science process was 0.40. Another study found IBT/content effect to be 0.16 and another found it to be 0.40. This means that about 58 times out of 100, inquiry-based teaching will have a positive result.

What is Direct Instruction Direct Instruction is defined as: Determining learning intentions (essential standards) Determining success criteria (cut scores or rubric) Build engagement Teach the lesson with frequent checks for understanding Practice together Close the lesson Students practice independently

Similarity to 7-E Lesson Plan Notice the similarities between DI and 7-E Learning Standard Success Criteria Engage Teach Assess Practice Close Independent Practice Elicit Prior Knowledge Engage Explore Explain Elaborate Evaluate Extend

Tie Breaker, Put them Low to High Overall effect on achievement from: 22) Teaching Strategies 23) Curriculum 24) Teacher Characteristics 25) School 26) Home 27) Student Characteristics .60 .45 .49 .23 .31 .40

Highest 22) Teaching Strategies 24) Teacher Characteristics 23) Curriculum 27) Student Characteristics 26) Home 25) School Lowest