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Hattie effect size list - 256 Influences Related To Achievement

John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?” Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. (The updated list also includes the classroom.) John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015).

Related:  Pédagogie universitaireBehaviour

Simple Ways to Integrate Four Evidence-Based Teaching Strategies When educators understand the science behind teaching practices they can more readily incorporate them into their daily instruction, says Cult of Pedagogy’s Jennifer Gonzalez. In her podcast and accompanying post, Gonzalez highlights the four key teaching strategies researcher that Pooja Agarwal and K–12 teacher Patrice Bain feature in their new book, Powerful Teaching: Unleash the Science of Learning. They explain the science behind the suggestions, many of which are familiar, as well as best practices and applications for each one. Retrieval practice: The goal is for students to recall information from memory and reinforce learning through quick daily assessments. Evidence shows that actively accessing learned material—rather than merely reteaching it—boosts retention. Bain decided that daily mini-quizzes were a better way than her regular homework assignments to engage students in retrieval practice.

Behaviour: Are we putting the pupils' needs first? I drove past the school recently where I was deputy headteacher a few years back and I got an instant flashback. It was a wet afternoon, and the phone in my office rang – it was the office summoning me to support some colleagues with a child. "Regan* is sat on top of the wall at the front of the school. Peter Felten: «Education is human work, and students need to be the actors in that work» - Info Peter Felten has visited Bilbao to participate in EuroSoTL 2019, where he has given a lecture entitled “Relationships matter: Moving relationship-rich experiences from the periphery to the center of higher education learning and teaching”. The SoTL or Scholarship of Teaching and Learning concept is very widespread in English-speaking countries, but it is not a familiar one in Spain, Italy and France. Peter Felten is a professor of history, assistant provost for teaching and learning, and executive director of the Center for Engaged Learning at Elon University (USA). His current research focuses on the influence of human relationships, and on individual and institutional change, in undergraduate education. You conduct research into the importance of human relations in university education. How can a conversation transform the students and get them involved?

5 ways tactically ignoring bad behaviour can help In my NQT year I had a pupil who would shout “BORING” at the top of his voice whenever I was demonstrating a skill I wanted the class to practise. My husband still laughs about it and likes to recreate it whenever I ask him to do something he doesn’t want to do, like take the bins out. Read more: Teenage behaviour: 5 tips for teachers From the magazine: How a SEND diagnosis affects teachers’ judgement Listen: John Hattie defends Visible Learning Funny at home, but in the classroom it was a real nuisance, causing mass disruption to my Year 7 class who were usually watching to see how I would react.

Learner-Centered Teaching: 10 Ideas for Getting Started May 1st, 2019 By: Maryellen Weimer, PhD Looking to incorporate some learner-centered teaching principles into your courses but aren’t sure where to begin? Here are 10 activities for building student engagement and getting students more actively involved in their learning. Strategy One: Creating the Climate for Learning SEND: How to teach autistic autistic pupils During my PhD research, autistic young people told me that mainstream education was a place they came to dread. They experienced inflexible teaching approaches, bullying, confusion and fear, along with overwhelming social and sensory overload. All this exacerbated their feelings of exclusion and otherness. Meeting pupils' needs: Why we need to see children as individuals, not labels Autism: Rather than more training, the answer is representation Vocabulary: Why all teachers need to use the same terms for autism

Education sector to benefit from a new international management system standard From pre-school to university, to vocational training and coaching, the world of learning is constantly changing and evolving. As the trend to move away from the traditional customer-supplier relationship towards a collaborative partnership grows, so, too, do learners’ expectations. Learning providers now need to adapt to these new ways of working, while at the same time providing a high level of service. ISO 21001, Educational organizations – Management systems for educational organizations – Requirements with guidance for use, is intended to meet this challenge by defining the requirements of a management system that will help education providers better meet the needs and expectations of their learners and other beneficiaries, and demonstrate greater credibility and impact. Developed by project committee ISO/PC 2881), the new International Standard focuses on the specific interaction between an educational institution, the learner and other customers.

Mental health: managing the behaviour of pupils with SEMH issues “They’re the naughty ones.” “Mental health didn’t exist when I was younger – they need more discipline.” “I blame the parents.” These and other non-helpful thoughts can sometimes be voiced about our pupils with social, emotional and mental health (SEMH) issues. Quick read: 10 potholes on the way to better school mental health Quick listen: Why attachment-aware teaching matters for every child ISO 21001:2018(en), Educational organizations — Management systems for educational organizations — Requirements with guidance for use {* #socialRegistrationForm *} {* socialRegistration_firstName *} {* socialRegistration_lastName *} {* socialRegistration_emailAddress *} {* socialRegistration_displayName *} By clicking "Sign in", you confirm that you accept our terms of service and have read and understand privacy policy. {* /socialRegistrationForm *} Please confirm the information below before signing in. Already have an account?

How to use attachment theory in schools Due to a mix of necessity – with funding issues restricting access to external services – and an increasing interest in what drives certain behaviours, schools are now more trauma-aware than they have ever been before. As a result, teachers have become accustomed to delving into research to help their most vulnerable pupils, putting into action interventions from multiple disciplines, often with positive effects. However, not everything is translating from the theory to the classroom as smoothly as it perhaps could. And one of the areas that often causes confusion is attachment theory. The British psychologist John Bowlby, widely acknowledged as the first attachment theorist, conducted his research in the mid 20th century and defined attachment as “lasting psychological connectedness between human beings”.

Self-harming: How teachers can help students at risk As a teenager, I started cutting myself. My school didn’t know what to make of me; let alone what to do to support me. In an interview with the head of Years 10 and 11, about why I was behind on my coursework, I mentioned that I was depressed. 'A neat book doesn't mean effective learning' Almost every class has one. An artist. A student whose book is perfectly highlighted, their handwriting beautifully rounded, not a crossing out, scribble or doodle in sight. Quick read: How to reduce your marking in primary

Source 2 John Hattie is an Australian education researcher who has undertaken meta-analyses of the many influences on learning – by 2016 his work had identified over 250 influences, both good and bad, and relationships are found about half way down. For those wanting statistical evidence of the importance of teacher-pupil relationships for learning, his work offers an effect size 0.52. So, with a pre- and post- intervention measured, a change of 0.52 is found, which in the world of effect sizes is a ‘medium’ sized effect (0.2 would be small and 0.8 would be large). We will look in detail at both meta-analysis and effect sizes in a future course to understand where they can be helpful for informing our practice as well as being aware of their limitations. John Hattie’s research is a good example of where we need a more critical approach to our consumption of research as the answers it appears to provide aren’t always reliable as this blog details. by ruthnagus Sep 16