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!
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...
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.
Visible Learning Archives Welcome to the second day of the Visible Learning World Conference in London. We’ll keep you updated with live impressions from the conference. For real-time updates make sure to follow the #VLWorld2016 hashtag on Twitter. Conference organizers Osiris Educational Panel discussion with Andy… The Visible Learning World Conference 2016 took place in (surprisingly sunny) London. Recently, John Hattie’s two books Visible Learning and Visible Learning for Teachers have been translated into Chinese. “Improving Schools through Visible Learning: Research, Practice and Impact”. Tagged with: Andy Hargreaves, Barry Hymer, Craig Parkinson, David Hopkins, Deb Masters, Guy Claxton, Helen Butler, James Nottingham, John Hattie, Mick Waters, Shirley Clarke, Tony MacKay, Visible Learning, Visible Learning into Action, Visible Learning World Conference Posted in Visible Learning John Hattie’s new policy paper is a double issue about distractions and solutions.