Hattie's Index Of Teaching & Learning Strategies: 39 Effect Sizes In Ascending Order An Index Of Teaching & Learning Strategies: 39 Effect Sizes In Ascending Order by Dana Schon, sai-iowa.org Effect Size Defined Statistically speaking, the strength of the relationship between two variables. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, says ‘effect sizes’ are the best way of answering the question ‘what has the greatest influence on student learning?’ Effect Size Applied Reverse effects are self-explanatory, and below 0.0Developmental effects are 0.0 to 0.15, and the improvement a child may be expected to show in a year simply through growing up, without any schooling. Effect Size CAUTION Reduce temptation to oversimplify. Editor’s Note Data is only as useful as its application. The most helpful part of this chart–and the reason we asked Dana to share her work here–was the column on the right where she adds a short statement or tidbit that helped contextualize the data point.
10 Reasons Every Teacher Needs A Professional Learning Network - 10 Reasons Every Teacher Needs A Professional Learning Network by TeachThought Staff What’s a professional learning network? According to Marc-André Lalande, “a Personal Learning Network is a way of describing the group of people that you connect with to learn their ideas, their questions, their reflections, and their references. Your PLN is not limited to online interactions, but it is that online, global interactive part that really makes it special. As for this graphic? Let us know in the comments if you have other suggestions! 1. Consider: OER Commons Resources 2. Consider: 23 Ways To Use The iPad In PBL 3. Consider: 52 Education Blogs You Should Follow 4. Consider: An example like clarifying the difference between ‘doing projects’ and PBL 5. Consider: Project-Based Learning in your classroom 6. Consider: Why Learning Through Social Networks Is The Future 7. Consider: 50 Ideas For Using Skype In The Classroom 8. 9. Consider: The most popular twitter hashtags in education 10.
Literacy Educators: Let's Get Serious about Noncognitive Skills - Dave Stuart Jr. The Common Core does a pretty good job of laying out some key cognitive skills students need to have to be ready for the literacy demands of a career or college. Granted, we need to reduce the standards into a simpler, more power-packed set of focused literacy priorities (the non-freaked out approach being one possible example) if we’re going to truly see literacy instruction expand in breadth and depth across a student’s school day. But with that being said, I give my props to the standards for being the best list to date of what it means to be proficiently literate upon graduation from high school. However, here’s the claim I’ll spend this post supporting (I’ve pawed around in the dark at it elsewhere, but that was quite a few months ago, and I’ve done more thinking in the interim): if you aim at the Common Core’s goals (which are cognitive) and nothing else, you and/or a large amount of your students will begin to hate you and/or their life. So why do we lack these lists?
7 Reasons Why Differentiated Instruction Works Differentiated instruction (DI) begins with an accurate understanding of what DI is—and is not. You may be surprised how easy it is to incorporate into your classrooms. 1. Differentiated instruction IS proactive. In a differentiated classroom, the teacher assumes that different learners have differing needs and proactively plans lessons that provide a variety of ways to “get at” and express learning. Effective differentiation is typically designed to be robust enough to engage and challenge the full range of learners in the classroom. 2. Many teachers incorrectly assume that differentiating instruction means giving some students more work to do, and others less. Although such approaches to differentiation may seem reasonable, they are typically ineffective. 3. Teachers who understand that teaching and learning approaches must be a good match for students look for every opportunity to know their students better. 4. 5. 6. 7. In a differentiated classroom, teaching is evolutionary.
The 10 Skills Modern Teachers Must Have There’s been a lot of talk recently about what it means to be a learner in the 21st Century. Earlier this year, we put together a guide with skills important for students today. So, why not a list for educators, too? The list goes beyond technology and social media. Check out what skill we think makes a modern teacher, and let us know your thoughts on the matter in the comments below. Image via flickr and Chicago 2016 Engage in Professional Communities: Teachers can sometimes lead a very solitary existence at school—spending all of their time tutoring before and after school and scarfing down lunch in front of the copier or spending their free period, if they’re lucky enough to have one, at their desks while grading papers. However the Essential skills for today’s teachers go far beyond “knowing how to use an iPad” and into the realm of connectedness. Editor’s note: This is a revised version of an article written by Jeff Dunn that originally appeared on March 12th, 2013.
Limiting “Teacher Talk,” Increasing Student Work! – Achieve the Core Aligned Materials “Wah waah wah waah wah wah…” We all know the famous muted trumpet of adults in Charlie Brown’s world, especially their teacher, Miss Othmar. After five years teaching elementary school, I’m confident that I’m not boring my kids to sleep but I do wonder if I strike the right balance between “teacher talk” and student work. Research has long supported the idea that students benefit from “doing.” Regular practice with reading and re-reading increases comprehension and fluency (National Reading Panel, 2000), as well as builds vocabulary and knowledge (Cunning & Stanovich, 1998). As we all do our best to help students meet the high bars we set in our literacy classrooms, could it be that we’re missing out on opportunities for kids to do the very work that will help get them there? What if we did less and let students do more? Enter the “Who’s Doing the Work?” Our hope was that by increasing opportunities to engage deeply with literacy, we could create richer opportunities for all students.
Quick fixes and silver bullets… – Thinking Mathematically I find myself reflecting on what I believe is best for my students and best for my students’ beliefs about what mathematics is often. When I get the opportunity to take a look at my students’ work and time to determine next steps, I can’t help but reflect on how my beliefs inform what next steps I would take. However, I wonder, given the same students and the same results, if we would all give the same next steps? Let’s take a look at a few common beliefs about what our students need to be successful and discuss each. My kids need to know their facts: Often we see students who make careless mistakes and wonder why they could have gone wrong with something so simple. Instead of spending more time worrying about memorizing facts, I wonder if other strategies have been thought of to help our students as well? My kid aren’t reading the questions: I wonder what answer students might get to the above question? What do you notice here? What might our students see? My students need more stamina:
edutopia Quin: My name is Quin and I live on the central coast of California. I really like to do embedded electronics, soldering, hacking, 3-D printing and laser-cutting. It’s really cool seeing your project come to life. I used to do a lot of LEGO stuff, like taking things apart, and a computer is something that you can easily take apart and sometimes not as easily put it back together. So here I’m using my phone and when I text it a certain command, like “LED ON”, then it goes through the Internet and comes back to the Arduino. The main thing that’s special about this is that you can program it to do whatever you’d like. This a WeevilEye kit. James Hogeboom: Well, I didn’t know anything about the maker movement until I heard about Quin and it’s pretty fun when you have a gem right there in your own district. Quin: This is filament. Quin: The 3-D printer that I have is called a Bukobot. So here’s the filament and it’s basically a spool of plastic and it has the spool holder, too. Is it working?