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Visible Learning

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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;

John Hattie Visible Learning Favorited Successfully! Favorite Failed! Already Added! Login To Add! Cannot favorite your own presentation! Please Login to flag this presentation! Your inappropriate request is sent successfully! Failed to send your inappropiate request! Please login to send a feature request! Your feature quest has been sent successfuly! Error while send your feature request! Download Policy: Content on the Website is provided to you AS IS for your information and personal use only and may not be sold or licensed nor shared on other sites. While downloading, If for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. Slide 1 A summary of John Hattie’s research. Slide 2 The basis of John Hattie’s research Hattie’s findings are based on over 50,000 studies across the world and many millions of students. Slide 3 Slide 4 Carpenter (2000) counted 361 ‘good ideas’ published in the previous ten years of Phi Delta Kappan e.g. Slide 5 Michael Fullan Slide 6 Slide 7

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!

Making Thinking Visible – Headlines Routine Project Zero, an educational research group at Harvard’s Graduate School of Education, has been working to enhance student learning, thinking and creativity since the 1960s. Founded by the philosopher Nelson Goodman it’s impacted global education and been guided by such education luminaries as Howard Gardner and David Perkins. Utilizing it’s core concepts and adding a dash of Socrative will bolster student reflection, critical thinking, and creativity while developing independent learners for the 21st century. Let’s Dig In! What are Visible Thinking Routines? At the core of Visible Thinking are practices that help make thinking visible:Thinking Routines loosely guide learners’ thought processes and encourage active processing. Visible Thinking Routine 1 – HEADLINES This routine draws on the idea of newspaper-type headlines as a vehicle for summing up and capturing the essence of an event, idea, concept, topic, etc. Activity Flow with Socrative

Visible Learning for Teachers: Impact--7/18 #educhat prep Thanks to Shira Leibowitz (@shiraleibowitz ) and Kathy Perret (@KathyPerret), co-moderators of the Wednesday night 10 EST #educoach chat, I began reading Visible Learning for Teachers, Maximizing Impact on Learning by John Hattie. I was particularly excited about this book because it perfectly aligns with my current teaching focus which is maximizing my ability to coach students for academic success. Tonight is the first chat and we'll focus on chapters 1-3. I plan to keep track of the book's thought-provoking points, questions and ways that I hope the book's premise will positively affect the work I do. This prep work will help me to stay focused on the chat and garner the wisdom of the many coaches, educators and administrators who will take part in tonight's chat. "My role, as teacher, is to evaluate the effect I have on my students. " focus on providing feedback in an appropriate and timely manner to help students to attain the worthwhile goals of the lesson."

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.

You Can't Teach Understanding You Can’t Teach Understanding by Grant Wiggins, Ed.D, Authentic Education A cardinal principle in aiming at understanding is that understanding requires different pedagogy than acquisition of knowledge and skill. Knowledge and skills are best developed by direct instruction and reinforcement if we want recall and fluency. Understanding, however, involves something beyond mere acquisition for later straightforward use. They have to think and rethink. They must be required to draw inferences and come to realizations, try performing with that understanding, and draw further inferences from what works, what doesn’t, when, and why. Thus, to achieve understanding as an educator, you have to help students “by design” come to realizations that they own and appreciate as insightful. The temptation to teach understandings is great. Alas, it almost never works in the end. No, there is no way around it. The Essential Question as Anchor Ancient texts and fairy tales! “Falling Behind” Sequence Matters

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!

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