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1. Developing Potentials for Learning:Evidence, assessment, and progress John Hattie
Visible Learning Lab
University of Auckland
New Zealand
EARLI 2007
2. Three parts to the story To identify major influences on achievement (using 700+ meta-analyses)
To outline an assessment model based on these influences
To demonstrate the power and joy of Educational Psychology
3. Influences on Achievement ?
4. Reducing Class Size on Achievement?
5. Effect on Achievement over time?
6. The typical influence on achievement So what is the typical effect across
750+ meta-analysis
50,000 studies, and
200+ million students
7. Effect on Achievement over time?
8. Distribution of effects
9. Influences on Achievement
10. Rank these 11 effects: Reducing disruptive behavior in the class
Feedback
Acceleration of gifted students
Reading Recovery
Integrated curriculum programs
Homework
Individualized instruction
Ability grouping
Open vs. traditional classes
Retention (holding back a year)
Shifting schools
11. Rank these 11 effects: Answers Reducing disruptive behavior in the class .86
Feedback .72
Acceleration of gifted students .60
Reading Recovery .50
Integrated curriculum programs .40
Homework .30
Individualized instruction .20
Ability grouping .10
Open vs. traditional classes .00
Retention (hold back a year) -.16
Shifting schools -.34
12. Major domains of interest
13. The Disasters ...
14. The Well belows...
15. Not Worth it yet ...
16. Typical average teacher territory ...
17. Close to average
18. Average
19. Getting there
20. Lets have them ....
21. Exciting
.
22. The Winners ...
23. Various Influences
24. Identifying what matters
25. Visible teaching & Visible learning What some teachers do!
In active, calculated and meaningful ways
Providing multiple opportunities & alternatives
Teaching learning strategies
Around surface and deep learning
That leads to students constructing learning
26. Visible Teaching Visible Learning
27. Teachers Clear learning intentions
Challenging success criteria
Range of learning strategies
Know when students are not progressing
Providing feedback
Visibly learns themselves
28. 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
29. The Contrast An active teacher, passionate for their subject and for learning, a change agent
OR
A facilitative, inquiry or discovery based provider of engaging activities
30. Activator or Facilitator ?
31. Activator or Facilitator ?
32. Teaching or Working Conditions?
33. An emphasis on learning strategies NS NE ES
Creativity Programs 658 814 .70
Teaching student self-verbalization 92 1061 .67
Meta-cognition strategies 43 123 .67
Problem solving teaching 221 719 .61
Study skills 656 2446 .59
Concept mapping 91 105 .52
Motivation on learning 322 979 .48
34. Message for Learning Balance of surface, deep, & constructed knowing
Teachers preach deep, students see surface!
Learning strategies
To reduce cognitive load
To use when stuck (welcome error!)
Requires deliberative practice
Builds expectations of
can do
Thrives on challenge
Requires feedback
35. Self Regulation Need surface and deep to maximize meta-cognition
Involves questioning our constructions of knowledge & knowing
Requires highly structured or direct teaching
Is the heart of Visible learning and Visible teaching
36. Some worrying details
37. Assessment and Feedback
38. Assessment
39. Teaching/Teachers needs to be evidence based Whether their teaching methods have been successful or not
Whether their learning intentions are worthwhile & challenging
Whether students are attaining their desired success criteria
Which students have learnt or not learnt
Where teachers can capitalize on student strengths & minimize gaps
Where students are on the learning ladder
Whether they have a shared conception of progress
What is optimal to teach next
40. Priority to maximize FEEDBACK to THE TEACHER Feedback is information provided by an agent (e.g., teacher, peer, book, parent, self/experience) regarding aspects of ones performance or understanding.
41. Purpose of feedback provide alternative strategies to understand material
increase effort, motivation or engagement
confirm that the responses are correct or incorrect
indicate that more information is available or needed
point to directions that could be pursued
to restructure understandings
42. Feedback is evidence about: Where am I going?
How am I going?
Where to next?
43. Enhancing Learning
44. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996)
Moderator No. ES
Correct feedback Tis correct 114 .43
Tis incorrect 197 .25
45. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996)
Moderator No. ES
Correct feedback Tis correct 114 .43
Tis incorrect 197 .25
FB about changes from
previous trials Yes 50 .55
No 380 .28
46. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996)
Moderator No. ES
Correct feedback Tis correct 114 .43
Tis incorrect 197 .25
FB about changes from Yes 50 .55
previous trials No 380 .28
FB designed to Yes 49 -.14
discourage student No 388 .33
47. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996)
Moderator No. ES
Correct feedback Tis correct 114 .43
Tis incorrect 197 .25
FB about changes from Yes 50 .55
previous trials No 380 .28
FB designed to discourage Yes 49 -.14
the student No 388 .33
Praise FB Yes 80 .09
No 358 .34
48. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996)
Moderator No. ES
Correct feedback Tis correct 114 .43
Tis incorrect 197 .25
FT about changes from previous trials Yes 50 .55
No 380 .28
FT designed to discourage the student Yes 49 -.14
No 388 .33
Praise FT Yes 80 .09
No 358 .34
No. of times FT was Lots 97 .32
provided Little 171 .39
49. Summary of effect-sizes relating to types of feedback (adapted from Kluger & DeNisi, 1996)
Moderator No. ES
Correct feedback Tis correct 114 .43
Tis incorrect 197 .25
FB about changes from previous trials Yes 50 .55
No 380 .28
FB designed to discourage the student Yes 49 -.14
No 388 .33
Praise FB Yes 80 .09
No 358 .34
No. of times FB was provided Lots 97 .32
Little 171 .39
Goal setting Difficult goals 37 .51
Easy, do your best goals 373 .30
50. Thus
Provide correct feedback .43
About previous attempts .55
Related to more difficult goals .51
That does not discourage .33
or threaten their self-esteem .47
51. Assessment and Feedback:asTTle (Assessment Tools for Teaching and Learning)
52. What is Visible Learning? Where are we going?
related to both the rich ideas underlying the curricula, and to the desired levels of proficiency as expected by the National Curricula;
How are we going ?
current status of performance comparable to appropriate (similar sub-) groups, and to expected performance;
Where to next?
directions related to future teaching, learning, curriculum innovations, and system policies.
53. What is Visible Learning ?
54. What is Visible Learning ?
55. What is Visible Learning ?
56. Welcome screen for Teachers
57. Customize a test
58. Choose Curriculum Strands
59. Choose difficulty
60. Choose difficulty
62. Create a test
63. Welcome screen for Teachers
64. So the key message is
They know where they are going, how they are going, and know where to next
Go back to the US study ,
.So the key message is
They know where they are going, how they are going, and know where to next
Go back to the US study ,
.
65. Individual Learning Pathways
66. Group Learning Pathway
67. Curriculum Level Report
68. Progress Report
69. What Next Report
70. Student Welcome Screen
71. Student Test
72. Other research options Computer adaptive sequential testing
Interactive video for assessing reading efficacy
Target Setting
Integrated with school student management system
Evaluating teachers skill in estimating difficulty
Progression maps in curricula
The Human Computer Interactions mode effects
Linear programming
Open-ended scoring combining technology and teachers
How students read screens, effects of scrolling
Available (free and voluntary) for all NZ schools
Used in 1000+ elementary & secondary schools
If teachers talk about the technology, we have failed
If teachers talk to each other about teaching, we have succeeded
73. Developing Potentials for Learning: Evidence, assessment, and progress Identify major influences on achievement:
Feedback, Challenge, and Learning Strategies
All effects are relative to the .40 typical value
Outline an assessment model based on these influences:An emphasis of feedback to the teacher
To demonstrate the power and joy of Educational Psychology
j.hattie@auckland.ac.nz
74. Developing Potentials for Learning:Evidence, assessment, and progress John Hattie
Visible Learning Lab
University of Auckland
New Zealand
EARLI 2007