Chocolate Boosts Brain Power!

Grouping Students

Visible Learning: How Do We Make It So?

The Data DifferencePROCEDE 2014

Julie Hobbs, ASSET Carol Marriott, ASSET

People Passion Proof

WALT:

We Are Learning To: Understand John Hattie’s high size-effect

influences and how they can impact on student achievement.

We Are Learning To: Apply his findings to our work with adult and

‘young adult’ learners.

Teachers need to know what success criteria are expected and what the students will be

accountable for from the lesson.

The students also need to be informed about the standards of performance.

Success Criteria

I will know that I have been a successful teacher when you can:

1. Identify 2 high size-effect influences.

2. Identify a next step in the process of creating visible learning in classrooms.

Goals:

Enroll students

Retain students

Provide the foundation/ skills that will help with employment

Increase student success

John Hattie

Hattie’s work looked at typical effects of different interventions across:

1000+ meta-analyses

60,000 studies

260 million students

John Hattie’s effect sizes

Rank from highest to lowest influence on student achievement: Reducing class size

Teacher-student relationships

Direct instruction

Feedback

Meta-cognitive strategies

Mobility/ moving

Professional development related to student achievement

Retention/ repeating grade

Concept mapping

Ability grouping/ streaming

Not labelling students

Classroom discussion

Rank from highest to lowest influence on student achievement:

Classroom discussion .82

Feedback .75

Teacher-student relationships .72

Meta-cognitive strategies .69

Not labelling students .61

Concept mapping .60

Direct instruction .59

Professional development related to student achievement .51

Reducing class size .21

Ability grouping .12

Repeating grade -.13

Mobility/ moving -.34

Reaction?

The Wingman Activity

To do:

You:

Take notes of facts that: Are important Startle you You question Upset you Create cognitive

dissonance

Discuss these with your group.

The Wingman:

Take notes of facts.

Record, on the template provided, your group’s: Comments Disagreements Questions A-ha moments

The Wingman (The Teaching Channel)

Application…

Understand the ‘young adult’ learner:

Average Retention Rate after 24 Hours(Sousa, 2006)

Lecture 5%

Reading 10%

Audiovisual 20%Demonstration

30%Discussion Group

50%Practice by Doing

75%Teach Others/ Immediate Use of

Learning 90%

Focus on the teacher:

Student-teacher relationships

d= 0.72

Teacher credibility:

d= 0.90 Students are very perceptive about knowing

which teachers can make a difference.

4 key factors of credibility: Trust Competence Dynamism Immediacy

Teacher

d= 0.75

Know where all of your students are re: progress.

Clearly define for yourself the goals and success criteria of your lesson.

Clearly communicate the intentions of the lessons and success criteria to the students. Clear learning intentions describe the skills, knowledge, attitudes and values that the students need to learn.

Know where to go next.

Teaching practices:

RTI d= 1.07

Formative evaluation d= 0.90

Classroom discussion d= 0.82

Feedback d= 0.75

Reciprocal teaching d= 0.74

Meta-cognitive strategies d= 0.69

Concept mapping d= 0.60

Feedback

d= 0.75

This is step 2; it follows effective instruction.

When we hear ‘feedback’, we usually think of teacher to student feedback…

Feedback should respond to what the student needs to know/ do next:

Reducing the Gap

Effective feedback aims at reducing the gap between where the student ‘is’ and where he or she is ‘meant to be’.

Cooperative Learning – Jigsaw“Know Thy Impact”

Examples of ‘teacher to student’ feedback:

Marks

Written comments on work

Email

Verbal comments

Personal feedback using technology

Other?

Feedback should be personal and specific:

Feedback should be timely:

Visible learning

The most powerful feedback, according to Hattie, is feedback from the student to the teacher.

It makes learning visible by allowing the teacher to see learning through the eyes of the student.

End of lesson feedback:

Exit Card/ Ticket Out the Door

WWW, EBI

Feedback folders (red, yellow, green)

6-word Summary

Tweet

‘What stuck with me today’ post-it

Rapid review:

Hattie says good teaching includes:

Development of trusting student-teacher relationships.

Clear learning intentions. WALT Challenging, clear success criteria.

Teaching range of strategies.

Multiple opportunities to learn.

Peer work. Discussion about task.

Knowing when students are not succeeding.

Providing feedback.

N.B. When a student excels, s/he wants to do it again.

Over to you…