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Hattie’s visible learning

Hattie’s visible learning

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Hattie’s visible learning

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  1. Hattie’s visible learning A quick summary ie how you get a 400 page book that explores 800+ meta-analyses of educational research into student achievement, all in 7 minutes…

  2. The education landscape • Gonski report • Performance pay – linked to achievement YET AGAIN!! • How do we measure performance? • Test based? • Against what criteria? • What markers? • And discriminators? • School “success” vs individual AYP??

  3. Let me warn you… This little session will raise more questions than it answers. And for those of you who have been teaching for a while you’re going to say yeah yeahyeah, why is what Hattie’s saying any different??

  4. What actually makes a difference in the classroom ?? Quick straw poll… ask the people around you…

  5. The typical influence on achievement So what is the typical “effect” across 800+ meta-analysis 50,000 studies, and 200+ million students?

  6. To make a significant “effect” +0.4< If you want to know what that means – read the book (I’ve got 6.30 left…)

  7. The disasters ...

  8. Low to middlin’

  9. The winners ...

  10. The three major messages for teachers

  11. 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

  12. 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?

  13. 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

  14. MINDFRAME 3 of 8 teachers/leaders as CHANGE AGENTS • Achievement can be changed & enhanced vsit 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

  15. 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

  16. Activator or Facilitator? 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 An activator Reciprocal teaching Feedback Teaching students self-verbalization Meta-cognition strategies Direct instruction Mastery learning Goals –challenging Frequent / effects of testing Behavorial organizers

  17. Activator or Facilitator? ES .32.31.21.20.15.12.09.06.06 ES .74.72.67.67.59.57.56.46.41 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 An activator Reciprocal teaching Feedback Teaching students self-verbalization Meta-cognition strategies Direct instruction Mastery learning Goals –challenging Frequent / effects of testing Behavorial organizers .17 .60

  18. 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.

  19. 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 judegements about your efficacy as a person but what you need to work on as a teacher!!

  20. 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

  21. 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

  22. 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 …

  23. 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

  24. 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

  25. 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

  26. Students need to learn to ask of themselves 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 where am I going? how am I going (progress)? where to next?

  27. Credits This material is not mine!! This material is ALL based on Hattie’s own presentation on his text Visible Learning, 2008 Routledge; ISBN 13: 9780415476188; ISBN 10: 0415476186 There is now also Visible learning for teachers (2011)ie Visible learning for dummies – just give us the stuff that’s going to work in the classroom…Again, Routledge, ISBN 13: 9780415690157 ISBN 10: 0415690153 Three more books are due out soon

  28. Like this sort of stuff? • Other key researchers to look at whose work parallels this includes - • Douglas Reeves – Accountability in action (2000) - looking at 90/90/90 schools • Larry Ainsworth – Power standards (2003), Unpacking the Standards (2004) • Marzano – The science and art of teaching (2007), Classroom instruction that works (2004) • All of these guys have stuff online and references to other resources…

  29. Where to next?.... This is where YOU take over…

  30. The three major messages for teachers