Top Five learning and teaching strategies? At this time of the year the Australian radio station TripleJ have just run a competition to nominate your hottest ten soundtracks of the previous year in order to compile the Hottest 100 songs of the year. The countdown features for Australia Day airplay and reconnections and highlights are shared in the months proceeding. This got me thinking, what are your top five hottest learning and teaching strategies? Grant Wiggins recently blogged about John Hattie’s work on visible learning that triggered some parallels for me. The identification in the research into the meta-analysis of learning and teaching reported some interesting data. I’ve short listed accordingly from this post but you get checkout the full list on Grant’s blog and also in Hattie’s publications.
So the top learning and teaching strategies and pedagogical approaches were: But what does this actually look like? On Twitter, when I posed this question with a request (and hope for some strategies). Like this: Like Loading... Teachers toolbox - Professor John Hattie's Table of Effect Sizes. Hattie says ‘effect sizes' are the best way of answering the question ‘what has the greatest influence on student learning? '. An effect-size of 1.0 is typically associated with: • advancing learners' achievement by one year, or improving the rate of learning by 50% • a correlation between some variable (e.g., amount of homework) and achievement of approximately .50 • A two grade leap in GCSE, e.g. from a C to an A grade An effect size of 1.0 is clearly enormous! Below is Hattie's table of effect sizes. Terms used in the table (Interpreted by Geoff Petty) • An effect size of 0.5 is equivalent to a one grade leap at GCSE • An effect size of 1.0 is equivalent to a two grade leap at GCSE • ‘Number of effects is the number of effect sizes from well designed studies that have been averaged to produce the average effect size. • An effect size above 0.4 is above average for educational research Some effect sizes are ‘Russian Dolls' containing more than one strategy e.g.
Beware Over-interpretation! What works best. This page has now been revised (May 2010) in the light of John Hattie's recent apparently definitive work Visible Learning; a synthesis of over 800 meta-analyses relating to achievement (London; Routledge, 2009). The first thing to change has been the title, which used to be "What works and what doesn't". Hattie points out that in education most things work, more or less. The questions are around those which work best and therefore best repay the effort invested. This site is mainly about your own individual practice as a teacher, and as such it tries to take into account your particular circumstances, such as the students you teach (assumed largely to be over school-age), your subject, your setting (school, college, university, work-based or informal adult education). It recognises that it is difficult and even unreasonable to generalise, but we ought to set alongside this the results of very generalised research in the form of meta-analyses.
Hattie, 2009: 7-8 (my emphasis) Feedback But! Coffield_if_only.pdf (application/pdf Object)