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!
iTeachFreely - SOLO Taxonomy 2: usage examples Despite setting myself the target of writing one post per week, due to a hectic month I have fallen behind. Time to get back on track! This is a very wordy blog post but I hope you find it useful. Recently, I delivered a small section of an INSET day at our school. The day was laid out around the school's newly proposed Accelerated Learning Cycle. I felt the day was a great success, with lots of positive feedback received from our colleagues. I think it's important to point out that SOLO can be used in plenty of activities that you may already be doing. To help "SOLO virgins" get started, I'm going to write about a few ways in which I have used SOLO in the classroom. SOLO Stations in a nutshell - SOLO Stations is a fantastic way of incorporating SOLO into the existing Carousel technique we use all the time! how to set up the lesson - You will need 5 stations, one for Prestructural, Unistructural, Multistructural, Relational and Extended Abstract. HOT maps Interacting with GCSE markschemes
Home - e-asTTle 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. 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. Can you guess the next two items on the rank order list? “Home environment” and “socio-economic status.”
TASC - Thinking Actively in a Social Context Glossary of Hattie's influences on student achievement This Glossary explains influences related to student achievement published in John Hattie’s Visible Learning for teachers (Hattie 2012; 251ff). You can find an older list of influences related to student achievement in Hattie (2009) Visible Learning. 1. Student Self-Reported Grades Self reported grades comes out at the top of all influences. Example for Self-reported grades: Before an exam, ask your class to write down what mark the student expects to achieve. Hattie cites five meta-studies: Mabe/West (1982): Validity of self-evaluation of ability (Abstract)Fachikov/Boud (1989): Student Self-Assessment in Higher Education (Abstract)Ross (1998): Self-assessment in second language testing (Abstract)Falchikov/Goldfinch (2000): Student Peer Assessment in Higher Education (Abstract)Kuncel/Crede/Thomas (2005); The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores (Abstract) 2. The Piagetian stages include: 3. 4. 5. Hattie cites two meta-studies: 6. 7. 8. 9. 10.
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.” During the summer holidays we stumbled upon a great video made by Cheryl Reynolds, a senior lecturer at the University of Huddersfield. My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement.The success and failure of my students’ learning is about what I do or don’t do.
Oral Formative Feedback – Top Ten Strategies People who have read my #marginalgains blog posts will know I am going over old ground here – intentionally so – as I am looking to dig deeper towards the key marginal gains that have the biggest impact on learning. For me, formative oral feedback and questioning are the two key ‘hinge point marginal gains’ that make for great teaching and learning. My previous #marginalgains blog identified new teaching strategies for these tow key area ad pedagogy, but here I wanted to use this blog to reflect on what I view as the most high impact formative oral feedback strategies that I have been using in my everyday practice. I want to use my list as a reminder, each time I plan lessons, of the key strategies to use – as it is too easy to forget and slip into autopilot planning, forgetting even our most effective of strategies. In nearly all of these examples the feedback includes all three parties possible in the class: the learner, peers and the teacher. My Oral feedback Top Ten Guided Writing:
Hattie-Studie: Visible Learning | Lernprozesse sichtbar machen (John Hattie) Visible Learning: 800+ Meta Studies And 138 Effects Visualized John Hattie has synthesized more than 800 meta-studies related to achievement. In his book Visible Learning he found 138 influences with positive and negative effects on learning outcomes. Some of Hattie’s critics state that comparing so many different things would be like comparing apples and oranges. But is it? The following visualizations show how many studies Hattie actually read and synthesized for his ground-breaking meta-meta-study on what works in the classroom. How many meta-studies has John Hattie synthesized for each of the 138 influences? The picture shows a relatively balanced distribution of the 800+ meta-studies with an emphasis on “Computer assisted instruction”, “Gender” and “Feedback”. How many underlying studies has John Hattie synthesized for each of the 138 influences? The distribution of the studies underlying the 138 influences is a bit less balanced. What is the underlying number of people studied for each of the 138 influences? Conclusion
What can we learn from Dylan Wiliam and AfL? | Pragmatic Education ‘The only thing we learn from the past is how little we’ve learned from our mistakes’. Geog Wilhem Friedrich Hegel ‘Those who cannot remember the past are condemned to repeat it’ George Santayana ‘Blessed are the forgetful: for they get the better even of their blunders’. Friedrich Nietzsche Inside the black box of classroom practice… Formative assessment helps pupils understand how to improve but requires teachers to focus on what works best and change their habits of practice. i. Before I started to teach, my Head of Department said, ‘if you read one thing, read ‘Inside the Black Box’. AfL in a nutshell. ii. Few education concepts have been more distorted in a shorter time span than formative assessment: teachers falling prey to gimmicks, schools mandating unhelpful AfL policies, and government policy confusing AfL with national levels. Dylan Wiliam himself recognises these unintended consequences as what he calls ‘policy diffraction;’ or, more graphically, ‘scoring a spectacular own goal’.