Post on 20-Jan-2017
Impact of Instructional StrategiesSchool Leadership Team Training 01.11.16
John Hattie’s research is based on over 1,137 meta-analyses, 50,000 studies and 260,000,000 students
Purpose: to discover the most positive impacts on student achievement
Use of Effect Size
1.0 = 3 year gain
>0.40 = student learning accelerates
0.40 = students are on track to learn a year’s worth of academic material over the course of one school year
0.00 = no effect on student learning
<0.00 = student learning is negatively effected
to discover the most positive impacts on student achievement
0 > below 0 > .39 .40 > above
ZONE OF DESIRED EFFECTS
REVERSE
0
40
1.4
TYPICAL EFFECTS
John HattieLINK: http://bit.ly/1dyTC6o
John Hattie speaking on Effect Size
“The key to many of the influences above the d = 0.40 hinge-point is that they are deliberate interventions aimed at enhancing teaching and learning.”
– John Hattie Visible Learning for Teachers, p. 17
Almost everything we do improves learning (above “0”) The average effect size of all Hattie’s studies is 0.4. Working smarter based on the effect size that makes a profound difference Know the most positive impacts on student learning based on research Evidence from the students’ growth should provide the impact/proof of the
effectiveness.
Concept of Effect Size
0 > below 0 > .39 .40 > above
ZONE OF DESIRED EFFECTS
REVERSE
0
40
1.4
TYPICAL EFFECTS
Partners: Rank these 10 effectsbased on Hattie’s Research
A. Reciprocal teachingB. Feedback C. Student-teacher relationshipsD. Ability groupingE. Retention (hold back a year)F. Concept mappingG. Academic discourse H. Cooperative learning I. Homework (middle/high) J. Individualized instruction
3 minutes
Ranking 10 effects: Answers G. Academic Discourse .82B. Feedback .75A. Reciprocal Teaching .74C. Student-teacher relationships .72F. Concept mapping .57H. Cooperative learning .41I. Homework (in middle/high school) .29J. Individualized instruction .22D. Ability grouping .12E. Retention (hold back a year) -.16
What strategies have the greatest effect size (impact)
that are aligned with CA State Standardsthat will allow us to maximize the growth of each student?
KEY QUESTION:
Change focus from “What works?” to “What works best?”
John HattieLINK: http://bit.ly/1gkVRO8
John Hattie speaking on Average Effect Size [0.40]
Concentration/Persistence/Engagement
Challenging Goals
Learning Intentions
Concept Mapping
Worked Examples
Direct Instruction
Deliberate Practice
Self-Verbalization/Self Questioning
Spaced vs. Mass Practice
Deep on Top of Surface Learning
Teacher-Student Relationship
Feedback
Emphasizing Success Criteria
Classroom Discussion
Micro Teaching
Response to Intervention
Student Self Assessment
Collective Teacher Efficacy
Teacher Estimates of Achievement
0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8
0.48
0.56
0.56
0.57
0.57
0.59
0.62
0.64
0.71
0.71
0.72
0.75
0.77
0.82
0.88
1.07
1.44
1.57
1.62
Highly Effective Strategies
Effect Size
John HattieLINK: http://bit.ly/K8kti2
John Hattie speaking on Components of Instruction
Highlight Key WordsShare with Partner
“The act of teaching requires deliberate interventions to ensure that there is cognitive change in the student: thus the key ingredients are awareness of the learning intentions, knowing when a student is successful in attaining those intentions, having sufficient understanding of the student’s understanding as he or she comes to the task, and knowing enough about the content to provide meaningful and challenging experiences in some sort of progressive development. …It involves an experienced teacher who knows a range of learning strategies to provide the student when they seem not to understand, to provide direction and re-direction in terms of the content being understood and thus maximize the power of feedback, and having the skill to ‘get out of the way’ when learning is progressing towards the success criteria.”
- John Hattie Visible Learning, p. 23
Read & Respond: Key Components of Effective Teaching & Learning
Part 1: Define Components Part 2: Share with TableRead one (number off at table):1. Deep Learning (page 3)2. Deliberate Practice (page 4)3. Success Criteria within Learning
Intentions (page 5)4. Feedback, Teacher-Student
Relationships (page 6)5. Prior Learning & Expectations
(page 7)6. Collective Impact & Mind Frames
(page 8-9)
• Each number shares with the table members the key points from their component.
• Table Time Keeper: 2 minutes per number
Time FrameRead: 5 minutes
Share: 12 minutes
Read & Respond: Key Components of Effective Teaching & Learning
Part 1: Define Components Part 2: Share with TableRead one (number off at table):1. Deep Learning (page 3)2. Deliberate Practice (page 4)3. Success Criteria within Learning
Intentions (page 5)4. Feedback, Teacher-Student
Relationships (page 6)5. Prior Learning & Expectations
(page 7)6. Collective Impact & Mind Frames
(page 8-9)
• Each number shares with the table members the key points from their component.
• Table Time Keeper: 2 minutes per number
Time FrameRead: 5 minutes
Share: 12 minutes
Read & Respond: Key Components of Effective Teaching & Learning
Part 1: Define Components Part 2: Share with TableRead one (number off at table):1. Deep Learning (page 3)2. Deliberate Practice (page 4)3. Success Criteria within Learning
Intentions (page 5)4. Feedback, Teacher-Student
Relationships (page 6)5. Prior Learning & Expectations
(page 7)6. Collective Impact & Mind Frames
(page 8-9)
• Each number shares with the table members the key points from their component.
• Table Time Keeper: 2 minutes per number
Time FrameRead: 5 minutes
Share: 12 minutes
Bringing components together“For feedback to be received and have a positive effect, we need transparent and challenging goals (learning intentions), an understanding of current status relative to these goals (knowledge of prior achievement), transparent and understood criteria of success, and commitment and skills by both teachers and students in investing and implementing strategies and understandings relative to the goals and success criteria.”
Hattie, Masters, Birch. Visible Learning into Action, 2016.
Concentration/Persistence/Engagement
Challenging Goals
Learning Intentions
Concept Mapping
Worked Examples
Direct Instruction
Deliberate Practice
Self-Verbalization/Self Questioning
Spaced vs. Mass Practice
Deep on Top of Surface Learning
Teacher-Student Relationship
Feedback
Emphasizing Success Criteria
Classroom Discussion
Micro Teaching
Response to Intervention
Student Self Assessment
Collective Teacher Efficacy
Teacher Estimates of Achievement
0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8
0.48
0.56
0.56
0.57
0.57
0.59
0.62
0.64
0.71
0.71
0.72
0.75
0.77
0.82
0.88
1.07
1.44
1.57
1.62
Highly Effective Strategies
Effect Size
1. Deep Learning2. Deliberate Practice
3. Success Criteria
3. Learning Intentions
4. Feedback, Relationships
5. Prior Learning & Expectations6. Collective Impact & Mind Frames
KNOW THY IMPACT
- John Hattie
What evidence do you have that you are making an the greatest possible impact?
How do you evaluate that evidence?
Know Thy Impact: 3 Parts• What impact means in our school• Across subjects, surface & deeper learning• Understanding of progressions & where students are currently
Nature
• With good assessment, growth effect sizes can be a valuable tool
• How to interpret measures to best inform teacher judgmentsMagnitude
• Number of students who have had the desired outcome• Have some been left out because they were left behind?• Have some missed out because they had already achieve it?
Pervasiveness
Only after these three parts of impact are addressed should
we ask about causes and explanations. Too often we
rush to an explanation before we have understood our
impact. We need to reflect based on evidence.
Hattie, Masters, Birch. Visible Learning into Action, 2016.
Impact Cycle1. Determining student outcomes:
What are my students’ learning needs? What does “impact” mean in this school?
2. Educator knowledge and skills: What are my learning needs in relation to student needs?
3. Changed actions: Identifying the required actions and behaviors in planning and implementation
4. Evaluating impact: Gathering evidence to monitor and evaluate the impact of the teaching on the learning
5. Renewing the cycle: Planning for “where to next.” Using a range of tools, leaders and teachers gather evidence of their current situation.
Student outcomes?
Educator knowledge and skills
Changed actions?Impact?
Renewing the cycle
Hattie, Masters, Birch. Visible Learning into Action, 2016
Schools establish processes & systems to support the
teachers to…
• Plan collaboratively,
• Develop positive relationships, and
• Track the effectiveness of their teaching
Hattie, Masters, Birch. Visible Learning into Action, 2016.
School systems highlighted in Visible Learning in Action:
• Make time for collaboration,
• Have regular classroom walkthroughs and observations, and
• Engage in evidence-based discussions with teachers about their practice
Hattie, Masters, Birch. Visible Learning into Action, 2016.
ReferencesVisible LearningJohn Hattie, authorPublisher: Routledge; 2008; ISBN-13: 978-0415476188
Visible Learning for TeachersJohn Hattie, authorPublisher: Routledge, 2011; ISBN-13: 9780415690157
Visible Learning into ActionJohn Hattie, Deb Masters, Kate Birch, authorsPublisher: Routledge, 2016; ISBN-13: 978-1-138-64229-4
VIDEO LINKS:1) http://bit.ly/1dyTC6o (from beginning to 6:10)2) http://bit.ly/1gkVRO8 (18:35-22:05)3) http://bit.ly/K8kti2 (from beginning to 0:33)