the contributions from teaching approaches- part l

7/31/2019 The Contributions From Teaching Approaches- Part l

1/14

A Presentation based on the bookVisible learning: A synthesis of over800 meta-analyses relating to achievement

by John Hattie

Michelle BoydSPE 503

The University of Alabama


2/14

OverviewHattie (2009) discusses the importance of being strategic in

teaching and learning to make learning visible. He suggests that

teachers need to :

Set challenging tasks

Know when the student and the teacher have been successful inattaining the goals set

Emphasize and know the importance of feedbackKnow when to teach appropriate learning strategies


3/14

Effect size Barometer

The barometer was developed by Hattie to show how effective each attributestudied was. The effect size is shown between d= -0.2 - 1.2. An effect size of0.4 or greater is described as being in the zone of desired effects. Whentalking about effect size, reference this barometer to guage the attirbutes

effectiveness.


4/14

Strategies emphasizing learning intentions Learning intentions should always be:

Clear and concise

Help guide the teacher to know what to teach

Help promote learner awareness of what should be learned from thelesson

Should be the basis for assessment

Setting goals is critical for enhancing performance (Locke & Latham, 1990).

Goals should be appropriately challenging to the student Difficult goals are most effective because they direct student attention to

more relevant behaviors or outcomes

Goals had an average effect size of d=0.56

(Hattie, 2009)


5/14

Strategies emphasizing learning

intentions cont. Behavioral objectives and advance organizers have an effect size of d=

0.41

Behavioral objectives state what the students will be able to acomplish

after instruction, and advance organizers link new information topreviously learned.

Concept mapping showed an effect size ofd= 0.57

Concept mapping can help students synthesize and identify major ideas,

themes, and interrelationships Learning Hierarchies had an overall effect size ofd= 0.19

This involves presenting material in a series of hierarchial steps. Overallit has very little effect on student achievement though.

(Hattie, 2009)


6/14

Strategies emphasizing success criteria Success criteria tells us what exactly were looking for.

It also tells students what the teacher is using to judge their work

It ensures that the teacher is clear as to what will determine if thelearning intentions have been achieved successfully.

Mastery learning emphasizes success criteria by stating clearly what itmeans to master the material. It has an effect size of d= 0.58.

Requires multiple feedback loops between teacher and student

All behavioral objectives must be appropriately sequenced and explictlydefined.

(Hattie, 2009)


7/14

Strategies emphasizing success criteria cont. Kellers Personalized System of Instruction was developed in the

1960s by Keller and Sherman.

It is a highly structured, student-centered approach that promotes self-

pacing and mastery (Keller, 1968; Keller & Sherman, 1974).

It has an effect size of d= 0.53

Worked examples is another way to demonstrate what success looks

like to students (Crissman, 2006).

Worked examples has an effect size of d= 0.57 It reduces cognitive load so they can concentrate on the path that leads

to the correct answer (Hattie, 2009).


8/14

Implementations that emphasize feedback

Feedback is when students and teachers communicate on what is working, is notworking and what needs to be changed in the learning and teaching process.

According to Hattie (2009), teachers should always be seeking feedback fromstudents as to what they know, understand, where they need correction, whenthey have misconceptions and when they are not engaged.

The questions that both students and teachers should be seeking answers to are:

Where am I going?, How am I doing? and Where to next?

To be effective, feedback needs to be clear, purposeful, meaningful and

compatible with students prior knowledge, and to provide logical connections(Hattie, 2009).

Feedback should be paired with effective instruction to be most powerful.

(Hattie, 2009)


9/14

Forms of feedback Frequent testing/effects of testing has an average effect size of d= 0.34

Is only effective if the teacher learns from the test and modifies instructionbased on the results

Providing formative evaluation programs is shown to have one of the highesteffect sizes related to feedback ofd=0.90. It is important for teachers to look closely at the formative effects of their

programs and improve from their findings.

Questioning has an effect size ofd= 0.46.

Higher order, proper questioning leads to higher levels of academic achievement. Teaching test taking & coaching is shown to have a relatively small

effect size ofd= 0.22 Teacher Immediacy is also shown to have a relatively small effect size ofd=

0.16

(Hattie, 2009)


10/14

Implementations that emphasize

student perspectives in learning Time on task has an effect size ofd= 0.38

The more challenged a student is the more time they spendengaged and on task during instruction and practice.

Spaced and massed practice showed an effect size ofd=0.71 This means that students should not be only spending more time

on task but should be given more frequency of opportunity topractice which increases skill fluency.

Peer tutoring had an effect size ofd=0.55

Is an effective method to teach students to become their ownteachers and take their learning into their own hands.

Mentoring showed a lesser effect size of d=0.15

It was shown to provide very little teaching.

(Hattie, 2009)


11/14

Implementations using student meta-

cognitive and self-regulation learning Meta-cognitive strategies had a high effect size ofd=0.69

Learning how to think about thinking and being in control of thecognitive processes that are used during learning.

Study skills have an effect size ofd=0.59 Involve learning self-management skills usch as planning,

monitoring, and knowing where and when to use specific strategies.

Self-verbalization and self-questioning has an effect size ofd=0.64

These are forms of self-regulation that promote skill acquisition andbetter understanding of material learned.

Matching style of learning had a relatively high effect size ofd=0.41

When teaching is aligned with a students preffered learning syle thenachievement gains are higher.

(Hattie, 2009)


12/14

Implementations using student meta-

cognitive and self-regulation learning cont. Student control over learning had realitively no effect on

student learning. (This includes making instructionally irrelevantchoices such as pen color.)

Aptitude-treatment interactions had a very small effect sizeofd=0.19 This refers to specific instruction that accomodates individual

differences.

Individual instruction had an effect size within the teachereffects zone ofd=0.23 An individualized instructional program takes into consideration

each students interest and previous learning experiences. Thisallows teachers to have more flexibility in instruction.

(Hattie, 2009)


13/14

Conclusion For learning to be visible teachers should be:

Providing clear learning intentions

Setting specific success criteria

Using multiple appropriate teaching strategies that emphasizefeedback

Seeing learning and teaching from the students perspective

Teaching students how to think about learning

Placing emphasis on students knowing study skills(Hattie, 2009)


14/14

ReferencesCrissman, J.K. (2006). The design and utilization of effective worked

examples: A meta-analysis.Unpublished Ph.D., The University of Nebraska,

Lincoln, NE.

Hattie, J. (2009). Visible learning, a synthesis of over 800 meta-analysesrelating to achievement.(1st ed., Vol. 1). New York: Routledge.

Keller, F.S. (1968). Good-bye, teacher.Journal of Applied Behavior

Analysis 1(1), 79-89.

Keller, F.S., & Sherman, J.G. (1974). PSI, the Keller Plan Handbook: Essays

on a personalized system of instruction. Menlo Park, CA: Benjamin.Locke, E.A., & Latham, G.P. (1990).A theory of goal setting and task

performance. EnglewoodCliffs, NJ: Prentice Hall.

the contributions from teaching approaches- part l

Documents