020 33 22 58 22 768415 EXAMPLE LINK. Evidence Based Learning.
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Transcript of 020 33 22 58 22 768415 EXAMPLE LINK. Evidence Based Learning.
020 33 22 58 22
768415
E X A M P L E
LINK
Staff Development Day
Evidence Based Learning
How Do You Measure?
How do you measure the effectiveness of the strategies you use?
• Individually write on a post-it note• Stick on display
How Do You Measure?
How do you measure the effectiveness of the strategies you use?
• Individually write on a post-it note• Stick on display
This Session
1. How can you measure impact on learners?
2. Which strategies are the most effective?
3. Which factors have the most impact on learning?
Differences in Achievement
Distribution of 16-year olds gaining 5 GCSE grades at grade C or higher
26%
74%
Between SchoolsWithin the School
Wiliam (2009)
The Teaching
Are all teachers as effective as each other?
Hanushek & Rivkin, 2006
Which Factors Have Most Impact?
Learners’ Socioeconomic Status Teacher Subject Knowledge
Providing Formative Evaluation Learners’ Self-Belief
Meta-cognitive strategies Reducing Class Size by 30%
Making a learner re-take a year Setting Homework
Put the following factors in order of impactPut the following factors in order of impactTIME UP
4minutes
Measuring Impact
Group 1 Group 2
Subject Area
“Normal” With Strategy
Divide into teaching groups
Type of learning experience
Measure MeasureCompare Results
Who achieved highest?
Standard Deviation Comparison
IQ Value
Popu
latio
n (a
s %
)
100
Population Average
85 11570 13055 145
Standard Deviation ComparisonAc
hiev
emen
t
Numbers of PeopleIn relation to average
Negative Impact Positive Impact
-0.5 +0.5
Distance = Effect Size
Control Group
Test Group
Test Group
The Research
• John Hattie (Hattie, 2008) / Robert Marzano (Marzano,2003)
• Scientific Method: bell curve comparison • Validity: (Hattie, 2011)
o 800 meta-analyses o 50,000 Research Articles o 240,000,000 students
• Ranked by effective size o 0.5 = 1 grade boundaryo 1.0 = 34% Gain (Marzano Research Laboratory)
Learners’ Self-Belief
Which Techniques Work?Learners’ Socioeconomic Status Teacher Subject Knowledge
Providing Formative Evaluation
Meta-cognitive strategies Reducing Class Size by 30%
Making a learner re-take a year Setting Homework
-0.13
0.09
0.21
0.29
0.52
0.69
0.9
1.44
John Hattie (2011)The top 40: http://youtu.be/3pD1DFTNQf4
Evidenced-Based Strategies
Comparing & Contrasting
Summarizing
Effort & Recognition
Homework & Practice
Nonlinguistic representations
Cooperative Learning
Objectives & Feedback
Creating & Testing Hypothesis
Questionning & Cues
0.45
34%
0.29
0.28
0.27
0.23
0.23
0.23
0.220.59
0.61
0.61
0.73
0.75
0.77
0.80
1.00
1.61
Marzano, 2003
Later
• Sessions focussing on evidence based learning: – Student Self-Belief & Feedback [1.44]– Meta-Cognition [0.69]– Problem Solving [0.61] – Embedding Study Skills [0.59]– Goal Oriented Learning [0.61]– Co-operative Learners [0.73]– Questioning [0.59]– Summarising, Comparing & Contrasting [1.00]
This Session
1. How can you measure impact on learners?
2. Which strategies are the most effective?
3. Which factors have the most impact on learning?
