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Making learning Visible (John Hattie)

Making learning Visible (John Hattie)
Auckland University Professor John Hattie has recently authored a study, based on research into 83 million students, studying effective teachers around the world and has come up with some reassuring results for creative teachers. It's all about trusting relationships and 'oodles of feedback'. Note - it is not about national testing, our government's highly unoriginal plan. Click here for latest blogA link For more undated thinking about Hattie It seems hard to avoid the brief press releases of Auckland University Professor John Hattie's research in our newspapers. It is a shame that the papers haven't done more in depth research of their own into Hattie's findings. Most teachers by now will know the main findings of Hattie's research from his previous papers and creative teachers will be reassured that his research backs up intuitive ideas gained from their experience. He also says that his book is not about qualitative studies. Five areas covered in Hattie's latest book are;

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!

Writing at Master's Level These notes were originally prepared for fellow-tutors as a first contribution to a debate, and never intended for wider circulation, but feedback from their first accidental appearance justifies their (minimally revised) re-appearance, and requests from a number of universities to adapt and re-print them. So you may have seen them somewhere else already! Recognising work at Master's level is one of those "I can't describe it, but I know it when I see it" situations. Unfortunately, that is not very much use to programme participants who want some idea of what to expect and what to work to. These pragmatic and potentially prejudiced notes may eventually lead to increased consistency in marking from the tutors' side, and a clearer idea of expectations from the participants' side - but so far all they do is to articulate some of the ways in which I go about recognising Master's level work. Writing at Master's level is a specialised activity or genre. 1 It is literate 3 It has evidence

New Help for School Administrators: Programs and Initiatives Offer Guidance Support for school leaders is on the rise. Principal Mike Chappell appreciated the focused nature of the University of North Carolina’s Higher School Performance Program. Credit: Mike Chappell "[The principalship is] a position that is absolutely critical to educational change and improvement. A good principal can create a climate that can foster excellence in teaching and learning, while an ineffective one can quickly thwart the progress of the most dedicated reformers."-- Richard Riley, secretary of the U.S. Department of Education Riley's words, spoken during one of the Department of Education's Town Meetings in June 1999, echo the sentiments of educators and policy makers throughout the country. All that's changing, though, as more and more local, state, and national education entities hold their principals accountable for the success and failure of their students. That's as it should be, says Vincent L. Combining Theory and Practice Help from Critical Friends Portable Knowledge

John Hattie's Eight Mind Frames For Teachers “Hattie’s 8 Mind frames”. Video scribe project by Cheryl Reynolds. In Visible Learning for Teachers (p. 159 ff) John Hattie claims that “the major argument in this book underlying powerful impacts in our schools relates to how we think! It is a set of mind frames that underpin our every action and decision in a school; it is a belief that we are evaluators, change agents, adaptive learning experts, seekers of feedback about our impact, engaged in dialogue and challenge, and developers of trust with all, and that we see opportunity in error, and are keen to spread the message about the power, fun, and impact that we have on learning.” John Hattie believes “that teachers and school leaders who develop these ways of thinking are more likely to have major impacts on student learning.” During the summer holidays we stumbled upon a great video made by Cheryl Reynolds, a senior lecturer at the University of Huddersfield.

Frames of Reference This is here for three reasons: To explain what I mean by "Frame of Reference" in Tools for Thought Reflexively, the very idea of a frame of reference (or its cousins, discourses) is an example of a tool for thought, and Quite differently, as an example of a basic (rather than a critical) literature review, which may be of use to students trying to get their heads around how it works "Frame of Reference: The context, viewpoint, or set of presuppositions or of evaluative criteria within which a person's perception and thinking seem always to occur, and which constrains selectively the course and outcome of these activities" Fontana Dictionary of Modern Thought (2nd edn: 1988) "We are told about the world before we see it. We imagine most things before we experience them. and those preconceptions, unless education has made us acutely aware, govern deeply the whole process of perception. The notion of the "frame of reference" has to bring together ideas from a number of disciplines.

Center for New Principals Welcome to the NASSP Center for New Principals! Whether you are new to the principal’s position or new to the school, the first few years are likely to be your most challenging. NASSP provides resources, assistance, and support to meet your needs as you improve your school. You’ll find advice from experienced principals, quick tips to help you day to day, and publications focused on specific issues to help new principals build on and improve their knowledge and skills as learning leaders. For regular updates and news of note, follow the CNP on Twitter and ScoopIt! You can also network with other new principals by joining NASSP's School Leaders Network for New Principals on EdWeb. The resources in this center are sorted in a variety of ways, making your search on a specific topic quick and efficient: Topics of special interest for new principals, online resources for new principals, and reference materials for download. Can’t find a specific topic of interest? New!

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!

The Do's and Don'ts of Supporting the Reluctant Teacher I want to talk about a mythical creature – the Reluctant Teacher. This teacher has no desire to try anything new – it either does not interest them, or they do not see how it can possibly improve the way they teach. Despite the whole school, and even the whole profession heading in a particular direction, the Reluctant Teacher does their bit in holding back the tide. After all, they know best. Eventually, though, the impossible happens, and they yield, cautiously embracing change. Don’t pair up your “strong” teacher with your Reluctant Teacher. Do let teachers know that this is training – that is, they are allowed to try new things and fail, without any concerns of being judged. Don’t set up templates for your Reluctant Teacher. Do show them effective, simple and manageable reasons to use technology. Don’t encourage using technology just because it is available. Do avoid the glitz – show them function instead. Do show relevant examples – not generic ones.

Glossary of Hattie's influences on student achievement This Glossary explains influences related to student achievement published in John Hattie’s Visible Learning for teachers (Hattie 2012; 251ff). You can find an older list of influences related to student achievement in Hattie (2009) Visible Learning. 1. Student Self-Reported Grades Self reported grades comes out at the top of all influences. Example for Self-reported grades: Before an exam, ask your class to write down what mark the student expects to achieve. Hattie cites five meta-studies: Mabe/West (1982): Validity of self-evaluation of ability (Abstract)Fachikov/Boud (1989): Student Self-Assessment in Higher Education (Abstract)Ross (1998): Self-assessment in second language testing (Abstract)Falchikov/Goldfinch (2000): Student Peer Assessment in Higher Education (Abstract)Kuncel/Crede/Thomas (2005); The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores (Abstract) 2. The Piagetian stages include: 3. 4. 5. Hattie cites two meta-studies: 6. 7. 8. 9. 10.

New Zealand Travel ~ New Zealand Tourism ~ NZ Accommodation What works in education – Hattie’s list of the greatest effects and why it matters I have been a fan of John Hattie’s work ever since I encountered Visible Learning. Hattie has done the most exhaustive meta-analysis in education. Thanks to him, we can gauge not only the relative effectiveness of almost every educational intervention under the sun but we can compare these interventions on an absolute scale of effect size. Perhaps most importantly, Hattie was able to identify a ‘hinge point’ (as he calls it) from exhaustively comparing everything: the effect size of .40. Anything above such an effect size has more of an impact than just a typical year of academic experience and student growth. And an effect size of 1.0 or better is equivalent to advancing the student’s achievement level by approximately a full grade. The caveat in any meta-anlysis, of course, is that we have little idea as to the validity of the underlying research. Can you guess the next two items on the rank order list? “Home environment” and “socio-economic status.” Like this: Like Loading...

Questioning Toolkit Essential Questions These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend? If we were to draw a cluster diagram of the Questioning Toolkit, Essential Questions would be at the center of all the other types of questions. All the other questions and questioning skills serve the purpose of "casting light upon" or illuminating Essential Questions. Most Essential Questions are interdisciplinary in nature. Essential Questions probe the deepest issues confronting us . . . complex and baffling matters which elude simple answers: Life - Death - Marriage - Identity - Purpose - Betrayal - Honor - Integrity - Courage - Temptation - Faith - Leadership - Addiction - Invention - Inspiration. Essential Questions are at the heart of the search for Truth. Essential Questions offer the organizing focus for a unit.

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