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. 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. What doesn't 'work' includes class sizes,homework and school type and he doesn't even mention our current governments misguided focus on national testing. He also says that his book is not about qualitative studies.
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
Using Data Tip #8: Triangulate, Triangulate, Triangulate | Using Data for Meaningful Change GUEST BLOGGER: Mary Anne Mather, Using Data Senior Facilitator & Social Media Liaison on Twitter & FaceBook All too often state test results may be the only source consulted when targeting specific areas for improvement. However, decisions about instructional changes that reflect only this single data source, might lead to errors in your decision-making. If you want your data to lead you toward making meaningful changes, an important principle to follow, is triangulation. Triangulation means using three independent data sources to examine apparent issues or problems. You might ask, “Why bother with the extra work of triangulating?” A third-grade teacher asks Mary to look through the front panel of the classroom terrarium and list everything she sees. The notion of using multiple windows or perspectives also applies to understanding and applying information from student achievement data. Triangulation has the following benefits: • It can compensate for the imperfections of some assessments.
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!
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. 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 Let me offer a concrete example from when I taught English of how to get students to draw inferences and come to realizations without “wasting” time even though it takes more time than just “teaching” the readings. Ancient texts and fairy tales! “Falling Behind”
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. 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. Ultimately, to best use this data to inform teaching and planning, every study should be analyzed on its own. Also, we used a new embedding host for the document. What Has The Greatest Influence On Learning? (See above for effect sizes and context/explanation.)
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. The caveat in any meta-anlysis, of course, is that we have little idea as to the validity of the underlying research. Fans of the book may be unaware that a brand new Hattie book has just been released entitled Visible Learning for Teachers: Maximizing Impact on Learning. As in Visible Learning, the (updated) rank order of those factors that have the greatest effect size in student achievement will be of interest to every teacher, administrator, and education professor. Like this: Like Loading...
Teachers switching format of parent conferences : suburban journals branding For the most part, parents and teachers want their student to be as successful as possible. Sometimes this is the only issue where the two factions agree. While the goal of success is clear to both parties, the road to this goal is slightly muddier. Often, teachers might believe more can be done at the home to reinforce the educational goals of the child, while parents might believe the school is lacking the resources or solutions to enhance the child’s progression. Typically, this discussion takes place in the parent-teacher conference. What is sometimes missing in this situation is the child. Last year, Shelly Trauterman and Rachael Haug of the St. Their solution was to develop student-led conferences. “Having the students present while we shared their learning targets and goals, as well as behavioral targets and goals, was a way to make sure students were held accountable for what they did each day,” Trauterman said. This idea of ownership is reflected by the students as well.
Osiris Educational Blog » Visible Learning Plus Infographic Making Professor John Hattie’s research visible Below is an infographic showcasing 50 of John Hattie’s 150 effect sizes. Print it and pin it up in your staffroom and share what actually works in teaching and learning and what does not work as well. Find out how to implement the findings from this extensive research and how Professor John Hattie can improve the teaching and learning in your school on his exclusive 1 day course with Osiris Educational this summer. NOTE: You may share this Infographic but you must relink to this page Design and Infographic © 2013 Osiris Educational Woodhall Spa Ltd. Visible Learning Plus is a trade mark of, and is distributed under licence from, Cognition Education Limited.
Just shut up and listen, expert tells teachers John Hattie ... strong advice. JOHN HATTIE has spent his life studying the studies to find out what works in education. His advice to teachers? Just shut up. Professor Hattie, appointed this year as the director of the Melbourne Education Research Institute at the University of Melbourne, says teachers need to stop spending 80 per cent of their time in class talking and start listening. ''When teachers stop talking deep learning takes place,'' he told a conference of educators at Parramatta yesterday. ''It's our concept of ourselves as teachers that we have knowledge and we need to impart it. Advertisement ''Speaking 80 per cent of the time in conversation means I'm waiting for you to stop to have the chance to talk. What happens next is less clear. ''But I know it's not 80 per cent,'' he told the conference organised by Research Australia Development and Innovation Institute. ''I think it's fascinating that we have a profession where kids come to school to watch us work,'' he said.