1. Visible Learning An overview of Hattie’s meta-analysis relating to influences on achievement

2. Overview Identified 6 areas of influence Student Home School Teacher Curricula Teaching approaches

3. Rank these influences Class size School size Home environment Providing formative evaluation Phonics instruction Quality teaching

4. Rank these influences Providing formative evaluation Phonics instruction Home environment Quality teaching School size Class size 0.90 0.60 0.57 0.44 0.43 0.21

5. Measure of influence Over 800 meta-analyses – over 50,000 studies Only included studies using basic statistics Effect sizes used to provide a single comparative scale The higher the effect size, the greater the level of influence

6. The Challenge Lots of ideas about what works best Many show little evidence of gain

7. What makes the least difference? Rank Domain InfluenceES 112TCHG Web based learning.18 113H Family structure.17 121SCH Ability grouping.12 122ST Gender.12 123ST Diet.12 128C Perceptual-Motor programs.08 129C Whole language.06 131SCH Multi-grade/age classes.04 132TCHG Student control over learning (making choices).04 136SCH Retention (keeping students back) -.16

8. A little influence… Rank Domain InfluenceES 100TCHG Individualized instruction.23 101SCH Religious Schools.23 102STLack of Illness.23 105TCHG Comprehensive Teaching Reforms.22 106SCH Class size.21

9. What the “average teacher” might achieve… Rank Domain InfluenceES 80SCH Decreasing disruptive behavior.34 81ST Drugs.33 84ST Positive view of own Ethnicity.32 86TCHG Inquiry based teaching.31 87SCH Ability grouping for gifted students.30 88TCHG Homework.29 90ST Exercise/Relaxation programs.28 92SCH Mainstreaming.28

10. “Average” effect… Rank Domain InfluenceES 61TCHG Behavioral organizers/Adjunct questions.41 63TCHG Cooperative learning.41 64C Science.40 65C Social skills programs.40 67C Integrated Curricula Programs.39 70TCHG Time on Task.38 71TC HG Computer assisted instruction.37 74SCH Principals/ School leaders.36 75ST Attitude to Mathematics/Science.36 76C Exposure to Reading.36

11. What makes the biggest difference? Rank Domain InfluenceES 41SCH Peer influences.53 42SCH Classroom management.52 45H Parental Involvement.51 47C Second/Third chance programs.50 48SCH Small group learning.49 49ST Concentration/Persistence/ Engagement.48 53TCHG Questioning.46 55ST Pre school programs.45 56TCHR Quality of Teaching.44 57C Writing Programs.44 58TCHR Expectations.43 59SCH School size (secondary 600 – 900).43

12. More of the best… Rank Domain InfluenceES 25TCHG Study skills.59 28C Comprehension programs.58 30TCHG Worked examples.57 31H Home environment.57 32H Socioeconomic status.57 34TCHG Challenging Goals.56 35C Visual-Perception programs.55 36TCHG Peer tutoring.55 37TCHG Cooperative vs. competitive learning.54 39SCH Classroom cohesion.53

13. Even better… Rank Domain InfluenceES 11TCHR Teacher-Student relationships.72 13TCHG Meta-cognitive strategies.69 14ST Prior achievement.67 15C Vocabulary programs.67 16C Repeated Reading programs.67 18TCHG Self-verbalization & Self-questioning.64 19TCHR Professional development.62 20TCHG Problem solving teaching.61 22CPhonics instruction.60 23TCHG Teaching strategies.60 24TCHG Cooperative vs. individualistic learning.59

14. Among the top 10… Rank Domain InfluenceES 1ST Self-reported grades1.44 2ST Piagetian programmes1.28 3TCHG Providing formative evaluation.90 5SCH Acceleration through curriculum levels.88 9TCHG Reciprocal teaching.74 10TCHG Feedback.73

15. Influences and Studies MetasStudiesPeopleEffectsES Teacher292,052.5m5,379.50 Curricula1426,9917m29,813.46 Teaching35725,41852m53,829.43 Student13810,9057m38,091.40 Home342,12411m5.095.30 School1004,1444m13,342.23 Average80051,63483/237m*145,549.40

16. 6 Signposts to excellence in education Teachers among most powerful influences Need to be directive, influential, caring and actively engaged in passion of T & L Need to be aware of every student’s thinking and knowing Need to know learning intentions and success criteria for every lesson, how well these are achieved and what to do next Need to move from single ideas to multiple ideas and how these relate to student construction of knowledge Leaders and teachers need to create safe learning environments that are welcoming of errors

17. Visible Teaching – Visible Learning

18. Michael Fullan says... One of the most critical problems faced by schools is “not resistance to innovation, but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations.”