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Delve into the wealth of knowledge accumulated from 30 years of education research by John Hattie from the University of Melbourne. Discover how various educational practices significantly impact student achievement, the importance of evaluating one's impact as an educator, and the need for scaling up effective strategies while embracing collaborative action. Explore the shift towards collecting teacher judgments over test scores, redefining the purpose of schooling, and embracing growth and learning alongside achievement. Gain insights into evidence-based practices, collaborative teaching models, and the evolution of qualitative synthesis in education.
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What has 30 years of evidence in education shown us? John Hattie University of Melbourne
2. There is a practice of education Almost everything enhances achievement
2. There is a practice of education Almost everything enhances achievement • We know some of the low and high influences • The quality of moderators in articles is poor • .4 is an average not a minima
3. We are obsessed with surface level knowing Learning strategies 90+% are surface Teacher questions 90+% are surface Lesson observations 90+% are surface Test analyses 90+% are surface Visible Learning 90+% are surface We privilege a surface grammar of schooling
4. I am an EVALUATOR of my impact • Nature • Magnitude • Pervasiveness • Causes
5.Scaling up • Autonomy is the basis of teacher professionalism • Children/my class is unique • Sparse literature on scaling up • The power of licensing
6. We continue to ignore the evidence • Biggest critics are the “experts” • Politicians, parents, teachers want the structural influences that support them and leave them alone to get on with the task • Educators are not prepared to back excellence in their profession
7. There is a future • The move to collect teacher judgements not collecting test scores • Seeing tests as feedback to teachers • Seeing score reporting as the start (not end) of testing • The move from debates about outcomes to evidence based on scaling up • The recognition of “collaborative action” across & within schools over teacher autonomy • Re-litigating the purpose of schooling • years growth for years input • learning and growth as much as achievement
The growth of “knowing thy impact” • Competing models of influence • Evidence as probabilities • Growth of qualitative synthesis • New models of teaching Diagnose InterventionsEvaluate Teaching is
