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)