Published on September 30, 2014
9/30/2014 1 Visible Learning What works best? Dr Shaun Hawthorne Cognition Education Ltd Introducing the Visible Learner
9/30/2014 2 Overview of today!s presentation 1. Provide some background to the Visible Learning research and the story behind the research 2. Outline the methodology Professor Hattie has used 3. Discuss some of the 150 published effects from the research " thinking about them from a leader!s perspective 4. Focus some time on the actions of school leaders that have the most impact on student achievement outcomes 5. Reflect on where to from here for you and your school " the # SO WHAT?$ question What is Visible LearningPlus?
9/30/2014 3 95% of everything from the research showed a positive influence on student achievement What works best? View slide
9/30/2014 4 Visible Learning is more than just numbers Hope is not a strategy View slide
9/30/2014 5 Diet Classroom discussion Professional development Teacher-student relationships Homework Feedback Mobility (shifting schools) Decreasing disruptive behaviour Socio-economic status Student expectations Quality of teaching (student view) Discussion task Rank these effects% Student expectations Classroom discussions Feedback Teacher-student relationships Socio-economic status Professional development Quality of teaching (student view) Decreasing disruptive behaviour Homework Diet Mobility (shifting schools) The research compiled information from across existing research studies ß 800+ meta-analyses ß 50,000+ studies ß 240+ million students
9/30/2014 6 Student achievement The effect size common scale 0 Decreased Zero Enhanced
9/30/2014 7 Effect on achievement over time Typical effect size 0 0.40 1.00 Decreased Zero Enhanced An effect-size of .20 .40 .80 1.0 advancing achievement .5 yr 1 yr 2 yrs 3 yrs Influences on achievement 0.30 0.40 0.20 0 0.50 0.60 0.70 0.80 0.90 1.00 0.10 Zone of desired -0.10 effects Distribution of effects 25,000.00 20,000.00 15,000.00 10,000.00 5,000.00 0.00 Number of Effects
9/30/2014 8 The curriculum The student The school The home The teacher The approaches to teaching Category No. of meta-analyses No. of STUDIES No. of EFFECTS AVG ES SE Student 152 11,909 40,197 0.39 0.044 Home 40 2,347 6,031 0.31 0.053 School 115 4,688 15,536 0.23 0.072 Teacher 41 2,452 6,014 0.47 0.054 Curricula 153 10,129 32,367 0.45 0.075 Teaching 412 28,642 59,909 0.43 0.070 Average 913 60,167 160,054 0.40 0.061 Rnk Influence ES 1 Student expectations 1.44 7 Classroom discussions .82 10 Feedback .75 12 Teacher-Student relationships .74 45 Socio-economic status .52 47 Professional development .50 57 Quality of teaching (student view) .48 84 Decreasing disruptive behaviour .34 94 Homework .29 132 Diet .12 150 Mobility (shifting schools) -.34
9/30/2014 9 Identifying what matters Percentage of achievement variance Students Teachers Home Peers Schools Principal Interpreting meta-analyses & The interpretations arising from a meta-analysis can only be as reliable and valid as the individual studies included in the meta-analysis & They can be a 'blunt! instrument because the nuances in individual studies can be lost & You need to consider how the studies included in a meta-analysis relate to your own context to judge the transferability of the findings & Meta-analyses examine what 'has been found! in research up to now " not what new research will show & They are the starting point for questions and further thought rather than an answer or a solution Rank Influence Studies Effects Effect sizes 150 Mobility 181 540 -0.34 136 Teacher subject matter knowledge 92 424 0.09
9/30/2014 10 Rank Influence Studies Effects Effect sizes 94 Homework 161 295 0.29 Rank Influence Studies Effects Effect Content subject to copyright. Use with permission only. sizes 51 Parental involvement 748 1,815 0.41 57 Quality of teaching (as perceived by the student) 158 237 0.41 Rank Influence Studies Effects Effect sizes 22 Study skills 1,278 3,450 0.63 14 Metacognitive strategies 63 143 0.69
9/30/2014 11 Rank Influence Studies Effects Effect sizes 12 Teacher-student relationships 229 1,450 0.72 10 Feedback 1,310 2,086 0.75 Rank Influence Studies Effects Effect sizes 9 Teacher clarity na na 0.75 7 Classroom discussion 42 42 0.82 Rank Influence Studies Effects Effect sizes 5 Providing formative evaluation (to teachers about their teaching) 30 78 0.90
9/30/2014 12 Rank Influence Studies Effects Effect size 1 Self-reported grades/ Student expectations 209 305 1.44 Leadership
9/30/2014 13 Discussion task What are the features of a really good school leader you know? Rank Influence Studies Effects Effect sizes 73 Principals/school leaders 521 1,409 .39 Moderating effects instructional transformational Transformational Instructional & Set the vision, school goals, the expectations & Give instructional support & Monitor school activity & Buffer staff from external demands & Ensure staffing is fair and equitable & Are easily accessible to students and staff & Secure a high degree of autonomy for the staff & Make several formal classroom observations & Interpret test scores with teachers & Insist teachers collaborate the teaching program across grades & Insist teachers expect high proportions of their students to achieve well & Insist and know that class atmosphere in this school is conducive to learning
9/30/2014 14 Transformational Instructional Transformational Instructional Leadership… Order from highest to lowest effect? Resourcing strategically Ensuring an orderly and supportive environment Planning, coordinating and evaluating teaching and the curriculum Promoting and participating in teacher learning and development Establishing goals and expectations
9/30/2014 15 The facts: 1 Promoting and participating in teacher learning and development 0.84 2= 2= Establishing goals and expectations 0.42 Planning, coordinating and evaluating teaching and the curriculum 0.42 4 Resourcing strategically 0.31 5 Ensuring an orderly and supportive environment 0.27 How much time did you spend on these over the last week? & Observing in classrooms & Interpreting assessment scores with teachers & Leading or attending meetings focused on instructional issues & Ensuring a coordinated instructional program & Being highly visible around the school & Communicating high academic standards & Ensuring class atmospheres are conducive to learning What makes the difference? # The more leaders focus their relationships, their work, and their learning on the core business of teaching and learning the greater the influence on student outcomes.$
9/30/2014 16 Rank Influence Studie s Effects Effect sizes 47 Professional development 622 2,062 0.51 Discuss… What professional development have you undertaken recently with your teachers? What has been the impact? How do you know? Effective professional development & Over a long period of time (three to five years) & Involves external experts & Teachers are deeply engaged & It challenges teachers! existing beliefs & Teachers talk to each other about teaching & School leadership supports teachers! opportunities to learn and provides opportunities within the school structure for this to happen Timperley, Wilson, Barrar and Fung (2007), Teacher Professional Learning and Development: Best Evidence Synthesis Iteration, Ministry of Education, NZ
9/30/2014 17 time skill Learning fast Comfort zone Try something new Higher skill Three questions from Visible Learning Where am I going? How am I doing? Where do I go next? Alice: #Which road do I take?$ Cheshire Cat: "Where do you want to go?$ Alice: "I don't know.$ Cheshire Cat: "Then it doesn't matter. If you don't know where you are going, any road will get you there.$ From 'Alice in Wonderland! by Lewis Carol
9/30/2014 18 Where am I going? & Which innovation do we choose? & Strategic decisions should be evidence-based. How am I doing? & What!s the impact? & Evaluate and re-evaluate. & Adapt or drop? Where to next? ß Once we have achieved our goal what is our next goal? ß How do we plan strategically for long term goals? ß How do we use our school review processes to keep our focus on our priorities?
9/30/2014 19 Visible Teaching " Visible Learning When teachers SEE learning through the eyes of the student and when students SEE themselves as their own teachers
9/30/2014 20 Questions? More information? Contact us: firstname.lastname@example.org www.visiblelearningplus.com VisibleLearning www.facebook.com/visiblelearning Images used in this presentation courtesy of www.presentermedia.com
HATTIE-STUDIE Lernen sichtbar machen. Die Hattie-Studie "Visible Learning" ist eine wichtige Diskussionsgrundlage für die pädagogische Debatte.
VISIBLE LEARNING What works best for learning. Visible Learning means an enhanced role for teachers as they become evaluators of their own teaching.
Visible Learning – Douglas McDougall interviewt John Hattie. In diesem Interview vom 31.07.2012 spricht Douglas McDougall mit John Hattie über dessen ...
Hattie, J. (2013): Lernen sichtbar machen. Überarbeitete deutschsprachige Ausgabe von Visible Learning. Übersetzt und überarbeitet von Wolfgang Beywl ...
John Hattie - Visible Learning jetzt kaufen. ISBN: 9780415476188, Fremdsprachige Bücher - Klassenführung
Visible Learning plus is a professional development program for teachers that explores how evidence can be used to create innovation in the learning ...
John Hattie - Visible Learning for Teachers jetzt kaufen. ISBN: 9780415690157, Fremdsprachige Bücher - Lebenshilfe
Bekannt geworden ist John Hattie durch die Hattie-Studie, eine Meta-Analyse über Meta-Analysen, die er in seinem Buch Visible Learning präsentierte.
John Hattie is Professor of Education and Director of the Visible Learning Labs, University of Auckland, New Zealand.
Visible Learning – die weltweit größte Datenbasis zur Unterrichtsforschung – machte Hattie innerhalb kurzer Zeit zu einer internationalen Größe.