Sue A. Davis and Trish Carroll, Leadership Consultants

Sue A. Davis and Trish Carroll, Leadership Consultants
VISIBLE LEARNING FOR TEACHERS MAXIMIZING IMPACT ON LEARNING JOHN HATTIE 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Session Expectations 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). 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Agenda Minutes Topic / Activity 0-5 Welcome and Expectations 5-10 Who and Why in the World – John Hattie? And “Effect Size” “What’s Good for the Goose … Is Good …” Mind Frames – JigSaw Student Expectations Teacher Credibility Homework 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

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. 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

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. 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

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. 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

For Many Millions of Students
800 Meta-Analyses + 50,000 Studies + 146,000 Effect Sizes For Many Millions of Students + 140 more studies incorporated between 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

What this means in practical terms is 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. 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

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. 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

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. 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Hattie’s “Bottom Line”
“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. 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

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!” 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Visible Learning for Teachers: Maximizing Impact on Learning
John Hattie Visible Learning for Teachers: Maximizing Impact on Learning Eight Mind Frames 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

“What’s Good for the Goose is Good for the Gander” 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Visible Learning is … … teachers see themselves as learners; … students see themselves as teachers; … teachers see “learning” through the eyes of the student. 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Student expectations for their own learning – 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. Effect Size of 1.44 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Teacher credibility– According to Hattie, teacher credibility is vital to learning, and students are very perceptive about knowing which teachers can make a difference. 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.” Effect Size of 0.9 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

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. 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Response to intervention– 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. Effect Size of 1.07 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Formative evaluation (assessment) – 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. Effect Size of 0.9 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Classroom discussion– 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. Effect Size of 0.82 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

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 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

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Sue A. Davis and Trish Carroll, Leadership Consultants

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