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

Agenda Before Lunch Minutes Topic / Activity 0-5 Introduction and Expectations 5-10 Who and Why in the World – John Hattie? And “Effect Size” Mind Frames for Schools, Leaders, Teachers, et al Mind Frames – JigSaw 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Agenda After Lunch Minutes Topic / Activity 0-5 Review ““Effect Size 5-10 Information Points About Hattie’s Work Student Expectations for Their Own Performance Response to Intervention Teacher Credibility VTALL TPGES and “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

from Visible Learning by John Hattie
Influences on Student Learning from Visible Learning by John Hattie Activity 9/17/2018 Sue A. Davis and Trish Carroll, Leadership Consultants

Student control over learning
The disasters ... Rank Influence Studies Effects ES 120 Mentoring 74 .15 121 Teacher education 85 391 .12 122 Ability grouping 500 1369 123 Gender 2926 6051 124 Diet 23 125 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 -.34

Exercise/Relaxation programs
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 .20 108 Aptitude/treatment interactions 61 340 .19 109 Personality 234 1481 116 Within class grouping 129 181 .16 20

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 Teacher credibility 6 Micro-teaching .88 7 Classroom discussion .82 8 Teacher clarity .75 9 Reciprocal teaching .74 10 Feedback .72 21

The three major messages for teachers
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. Transparent goals 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 Success criteria the more there is feedback about progress from prior to desired outcomes the more positive attributes to learning are developed Rapid formative feedback

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 Reciprocal teaching Feedback Teaching students self-verbalization Meta-cognition strategies Direct instruction Mastery learning Goals –challenging Frequent / effects of testing Behavorial organizers A facilitator Simulations and gaming Inquiry base teaching Smaller class sizes Individualised instruction Problem-based learning Different teaching for boys and girls Web-based learning Whole Language Reading Inductive Teaching

Activator or Facilitator?
An activator Reciprocal teaching Feedback Teaching students self-verbalization Meta-cognition strategies Direct instruction Mastery learning Goals –challenging Frequent / effects of testing Behavioral organizers ES A facilitator Simulations and gaming Inquiry base teaching Smaller class sizes Individualised instruction Problem-based learning Different teaching for boys and girls Web-based learning Whole Language Reading Inductive Teaching ES .60 .17 29

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

What can I say – we talk too much!
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

The importance of error and not knowing …
MINDFRAME 8 of 8 It’s about “not knowing”/error: relationships in classrooms 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!! The importance of error and not knowing …

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? HOW COME I WAS SUCCESSFUL WITH THOSE KIDS? WHAT IS MY IMPACT? - The ultimate question Harder to acknowledge success 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!” 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

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

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

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

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

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. 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

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

Students’ expectations of their own performance. From Philip Race, “Ripples on a Pond”, 2010 Wanting / Needing Doing Making Sense Feedback 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

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. 9/17/2018

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

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, 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

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. 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

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!” 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

Sue A. Davis and Trish Carroll, Leadership Consultants

Similar presentations

Presentation on theme: "Sue A. Davis and Trish Carroll, Leadership Consultants"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Sue A. Davis and Trish Carroll, Leadership Consultants

Similar presentations

Presentation on theme: "Sue A. Davis and Trish Carroll, Leadership Consultants"— Presentation transcript:

Similar presentations

About project

Feedback