A quick summary i.e. how you get a 400 page

book (2009, 2012) that explores 800+ meta-analyses

of educational research into student achievement, all in 7

minutes…

Source:

http://tmsydney.wikispaces.com/file/view/Hattie%E2%80%99s+visibl

e+learning+in+7+minutes.pptx. Retrieved May 30, 2014.

making “learning” visible to teacher to

make them aware of their impact on

students

allowing students to see “teaching” so as

to become lifelong learners

for teachers to think of teaching in terms

of its impact on student learning

Teacher: appropriate mind frame +

appropriate actions

Performance pay – linked to achievement

YET AGAIN!!

How do we measure performance? • Test based?

• Against what criteria?

• What markers?

• And discriminators?

• School “success” vs individual performance??

This session will raise more questions

than it answers. And for those of you who

have been teaching for a while you’re

going to say: why is what Hattie’s saying

any different??

Quick straw poll… ask the people around

you…

So what is the typical “effect” across

800+ meta-analysis

50,000 studies, and

200+ million students?

The typical influence on achievement

+0.4 If you want to know what

that means – read the book

Retention (holding back a year) Phonics instruction

Student control over learning Providing worked examples

Whole language programs Direct instruction

Teacher subject matter knowledge Cooperative learning (vs. Individualistic)

Gender (male vs. female achievement) Concept mapping

Ability grouping/ tracking Comprehension programs

Matching teaching w/ student learning

styles

Acceleration (e.g. skipping a year)

Within class grouping Vocabulary programs

Reducing class size Meta-cognitive strategy programs

Individualizing instruction Teacher-student relationships

Using simulations and gaming Reciprocal teaching

Teacher expectations Feedback

Professional Dev’t. on student

achievement

Providing formative evaluation to

teachers

Home environment Teacher credibility in the eyes of

students

Influence of peers Student expectations

The disasters ...

132 Student control over learning 65 38 .04

133 Open vs. Traditional 315 333 .01

134 Summer vacation 39 62 -.09

136 Retention 207 2675 -.16

137 Television 37 540 -.18

138 Mobility 181 540 -.34

Rank Influence Studies Effects ES

120 Mentoring 74 74 .15

121 Teacher education 85 391 .12

122 Ability grouping 500 1369 .12

123 Gender 2926 6051 .12

124 Diet 23 125 .12

125 Teacher subject matter

knowledge

92 424 .09

Low to middlin’

90 Exercise/Relaxation programs 227 1971 .28

99 Summer school 105 600 .23

70 Time on Task 100 136 .38

71 Computer assisted instruction 4899 8914 .37

75 Attitude to Mathematics/Science 288 664 .36

116 Within class grouping 129 181 .16

106 Class size 96 785 .21

107 Charter Schools 18 18 .20

108 Aptitude/treatment interactions 61 340 .19

109 Personality 234 1481 .19

The winners ...

Rank Influence Studies Effects ES

1 Student expectations 209 305 1.44

3 Providing formative evaluation 30 78 .90

5 Acceleration 37 24 .88

6 Classroom behavioral 160 942 .80

8 Teacher clarity na na .75

9 Reciprocal/ Peer teaching 38 53 .74

10 Feedback 1287 2050 .73

• the more transparent the teacher makes the learning goals, then the more likely the student is to engage in the work needed to meet the goal.

Transparent goals

• the more the student is aware of the criteria of success, then the more the student can see the specific actions that are needed to attain these criteria

Success criteria

• the more there is feedback about progress from prior to desired outcomes the more positive attributes to learning are developed

Rapid formative feedback

Identify the most important ways to

represent the subjects they teach

Create an optimal classroom climate for

learning

Monitor learning & provide feedback

Believe all students can reach the success

criteria

Influence a wide range of student

outcomes not solely limited to test scores

The teaching practices that

lead to confident learners

This is not a step-by-step

program but about a series of

strategies and “mindframes”

that will make that impact

MINDFRAME 1 of 8 Teachers/leaders as

evaluators A disposition to asking …

How do I know this is working? How can I compare ‘this’ with ‘that’? What is the merit and worth of this influence on learning? What is the magnitude of the effect? What evidence would convince you that you are wrong? Where have you seen this practice installed so that it produces effective results?

Don’t blame the kids!! Social class/ prior achievement is surmountable All students can be challenged Strategies not styles Develop high student expectations Enhance help seeking Develop assessment-capable students (i.e. know how to evaluate oneself) The power of developing peer interactions The power of critique/error/feedback Self-regulations and seeing students as teachers

MINDFRAME 2 of 8 - it’s about the teacher’s

/leader’s mindset, not the kids

Achievement can be changed & enhanced vs it is immutable & fixed Look at students as individuals who can change, don’t use “bands” etc as your markers

Teaching as an enabler not a barrier The power of learning intentions The power of success criteria

MINDFRAME 3 of 8 teachers/leaders as

CHANGE AGENTS

An active teacher, passionate for their subject

and for learning, a change agent

OR

A facilitative, inquiry or discovery based

provider of engaging activities

Edu-jargon? - The contrasts

Are you an Activator or Facilitator?

An activator

Reciprocal teaching

Feedback

Teaching students self-verbalization

Meta-cognition strategies

Direct instruction

Mastery learning

Goals –challenging

Frequent / effects of testing

Behavioral organizers

ES

.74

.72

.67

.67

.59

.57

.56

.46

.41

A facilitator

Simulations and gaming

Inquiry base teaching

Smaller class sizes

Individualised instruction

Problem-based learning

Different teaching for boys and girls

Web-based learning

Whole Language Reading

Inductive Teaching

ES

.32

.31

.21

.20

.15

.12

.09

.06

.06

.60 .17

Feedback is information provided by an agent

(e.g., teacher, peer, book, parent,

self/experience) regarding aspects of one’s

performance or understanding.

MINDFRAME 4 of 8 Teachers/leaders gaining feedback about themselves

Who did you teach well, who not so well?

What did you teach well, not so well?

Where are the gaps, strengths, achieved, to

be achieved?

Levels and Progress

Developing a common conception of

progress

Use assessment info not to make

judgements about your efficacy as a person

but what you need to work on as a teacher!!

MINDFRAME 5 of 8

AFT = Assessment as feedback to teachers

MINDFRAME 6 of 8

Challenge vs “do your best”

Maintain the challenge Kids will invest in challenge if

attached to reputation “Do your best” is a cop-out phrase Power of learning intentions Power of success criteria

MINDFRAME 7 of 8 Dialogue not Monologue

What can I say –

we talk too much!

80% of classroom time

is estimated as being

teacher-talking – needs

to be reversed

Build trust and rapport Student more than teacher questioning Teacher clarity, support, and What’s next Peer teaching, assessment, learning It’s more about the learning than the teaching We don’t have to be the experts!!

MINDFRAME 8 of 8 It’s about “not knowing”/error: relationships in classrooms

The importance

of error and not

knowing …

o How do I know this is working?

o How can I compare this with that?

o What is the merit and worth of this influence on

learning?

o What is the magnitude of the effect?

o What evidence would convince you that you are wrong?

o Where have you seen this practice installed so that it

produces effective results?

o HOW COME I WAS SUCCESSFUL WITH THOSE KIDS?

WHAT IS MY IMPACT? - The ultimate question

o Harder to acknowledge success

o Got to create a dialogue that asks questions

A (teacher’s) disposition to

asking –

Clear learning intentions

Challenging success

criteria

Range of learning strategies

Know when students are not

progressing

Providing feedback

Visibly learns themselves

What some teachers/leaders do!

Understand learning intentions

Are challenged by success criteria

Develop a range of learning

strategies

Know when they are not progressing

Seek feedback

Visibly teach themselves

where am I going?

how am I going (progress)?

where to next?

The students can’t ask the

questions unless we

teach them how to ask

them, that means we need

to frame the way we

structure our lessons

around that sort of

immediate feedback

This material is not mine!! This material is ALL based on Hattie’s

own presentation on his text Visible Learning, 2008 Routledge; ISBN 13: 9780415476188; ISBN 10: 0415476186

There is now also Visible learning for teachers (2011) ie Visible learning for dummies – just give us the stuff that’s going to work in the classroom…Again, Routledge,

ISBN 13: 9780415690157 ISBN 10: 0415690153

Three more books are due out soon

Other key researchers to look at whose

work parallels this includes -

• Douglas Reeves – Accountability in action

(2000) - looking at 90/90/90 schools

• Larry Ainsworth – Power standards (2003),

Unpacking the Standards (2004)

• Marzano – The science and art of teaching

(2007), Classroom instruction that works

(2004)

• All of these guys have stuff online and

references to other resources…

This is where YOU

take over…

Source of this powerpoint presentation:

http://tmsydney.wikispaces.com/file/view/Hattie%E2%80%99s+visible+learn

ing+in+7+minutes.pptx. Retrieved May 30, 2014.

David-Lang, J. (April 2013). The Main Idea Visible Learning for Teachers.

Retrieved from http://ebookbrowsee.net/the-main-idea-visible-

learning-for-teachers-april-2013-pdf-d648142075 on May 30, 2014.

John Hattie: Visible Learning Part 1. Disasters and below average.

Retrieved from

http://www.youtube.com/watch?v=sng4p3Vsu7Y&feature=youtu.be on

May 30, 2014

John Hattie, Visible Learning. Part 2: effective methods. Retrieved from

http://www.youtube.com/watch?v=3pD1DFTNQf4 on May 30, 2014

1. From today’s lesson, I now better

understand that/ about…

2. The BEST part for me in today’s lesson

was…..

3. The WORST part for me in today’s lesson

was …

4. I would like to understand better the

discussion/ activity on ….