The Implications of Hattie’s (2012) Evidence-based Research for Teaching Higher Education in Further Education
Claire LloydSchool of Education & Training, Coleg Llandrillo [email protected] 01492-546666 x390
Robin TrangmarSchool of Education & Training,
Coleg Llandrillo [email protected]
01492-546666 x427@yrathro
Aim of PresentationTo share the initial findings of the implications
of Hattie’s Visible Learning (2009a) for course design and delivery within the context of teacher education in a further education college
“Creating effective teachers”Hattie’s Visible Learning for Teachers (2012)
Provides a detailed source of evidenced-based research into what helps improve learning
Provides a useful starting point for novice, experienced and expert teachers to explore ways of developing their practice
Our research illustrates some of the challenges of bringing Hattie’s models into the classroom
“After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. …The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.” (Shulman, 2004; 504)
Context (1)A teacher education programme for the post-
compulsory (PcET) or lifelong learning sectorMixed pre & in-serviceTwo years part-time
Professional Graduate / Certificate in Educationfranchised from a Higher Education Institute
(HEI) and delivered by an FE collegeat Level 4 and 5, or Level 4 and 6, depending on
whether the trainee teacher has a degree at entryEntrants are required to have at least a Level 3
qualification in the subject they wish to teach
Context (2)PcET teacher education programmes built
around a generic pedagogical frameworkTrainee teachers will teach, or aspire to teach,
in a variety of settingsFE colleges: From GCSEs and A levels to
professional courses, vocational courses, eg. plumbing, hairdressing
Adult and Community LearningPrivate training organisationsEducational experience is typically varied
Who is Hattie?Hattie – Visible Learning (2009a)
Documented the results of over 800 meta-analyses from 52,637 research articles to identify the aspects of schooling that impacted student learning
Hattie - Visible Learning for Teachers (2012)Explains how to apply the principles of
visible learning to “any classroom anywhere in the world”
Describes a coherent framework consisting of 43 core attributes that emerged from the meta-analyses as the basis of effective practice
Hattie – Visible Learning (2009a)Evidence collected across all phases of education
(primary, secondary and post-compulsory)dominated by school sectors (Atherton, 2011)Hattie (2009b) identified effects relating to HE
“what works in schools also works in universities” (Hattie 2009b; 9)
Effect sizesThe magnitude of an intervention’s impactEffect size of 1.0 indicates an increase in achievement of
one standard deviation (50% improvement in the rate of learning)
Hattie sets a “hinge point” of .40 (average of all his effect sizes)
Almost any invention can claim to enhance learning (90% of all effect sizes are positive)
Hattie’s (2009b) Ranking of effects relevant to HE (sample)
Rank Domain Influence d
1 Student Self-report grades 1.443 Teaching Providing formative evaluation to lecturers 0.98 Teacher Teacher clarity 0.759 Teaching Reciprocal teaching 0.7410 Teaching Feedback 0.7312 Teaching Spaced vs. Mass Practice 0.7113 Teaching Meta-cognitive strategies 0.6917 Curricula Creativity Programs 0.6518 Teaching Self-verbalisation/Self-questioning 0.6419 Teacher Professional development 0.6220 Teaching Problem solving teaching 0.61
Visible Learning – major messageTeachers have the potential to exert a powerful
effect on student learning (Hattie, 2009a)The magnitude of impact rests with the extent to
which they see themselves as evaluators collecting evidence to test the effectiveness of their
practice intervening thoughtfully and purposefully to improve
student outcomes providing support and feedback that helps students
progress and become regulators of their own learning“The more the student becomes the teacher and
the more the teacher becomes the learner, then the more successful are the outcomes.” (Hattie, 2009a; 25-6)
The aims of the researchTo use Hattie’s (2012) framework to;
evaluate course design and deliverymeasure the impact on studentsexplore more deeply what happens during an initial teacher
training programmeEngage in a “way of teaching” that is informed by
evidence and adapted by student dataEmbrace a range of teaching strategies, with a
focus on improved short and long term outcomesEnhance outcomes for trainee teachers
knowledge of theory, pedagogy and curriculumability to select, plan and deliver effective teaching
Research Questions1. How do the critical elements of visible
learning impact programme design within the context of an HE teacher training course taught within FE?
2. How can the critical elements of visible learning (as a way of thinking and evaluating learning) be incorporated into programme delivery within the context of HE?
3. How does visible learning impact student outcomes in terms of :
(a) their knowledge of theory, pedagogy and curriculum and (b) their ability to select from a range of teaching strategies to
plan and deliver effective teaching.
Research Design: Case Study Approach Phase 1:
Qualitative content analysis of research documents
Visible Learning for Teachers (2012) the primary source, and other supporting documents will be located to further clarify meaning
Phase 2: A range of qualitative and quantitative methods
How visible learning informs program design and delivery, including observations, questionnaires, outcome data, etc.
Findings Phase 1 – completed, May 2012 (research
question 1)Phase 2 – commences, August 2012 (research
question 2&3)
What practical issues arise around the delivery of visible learning within the context of HE in FE?
Review of Visible Learning for TeachersThe framework had major implications for the
design and delivery of the programmeA complete review and redesign needed, rather
than piecemeal modifications
What is Visible Learning?Visible Learning is fundamentally about collecting evidence to know the impact we have on all students. It is then about using that evidence to inform:the provision of feedback to students – that takes
them forward in their learning and development;teacher evaluations of their effects on
students – that leads to adaptations, modifications and innovations within the learning environment that emerge from a sound understanding of those strategies and conditions that best facilitate student learning.
Program Design: The plan ...1. Collecting Evidence Create planned opportunities to evaluate the
progress of each student as they move from year 1 to year 2 of the programmeTransitional review of individual student progress
(portfolio) with first year tutors handing over the trainee teacher to the second year tutors. Reviews to embrace Teaching Practice Key Knowledge and Understanding Literacy Skills
Particular focus on trainees who are at risk of falling below the line so that early and targeted interventions can be developed.
Program Design: The plan ...1. Collecting Evidence Develop multiple formative assessments
on-line formative questions (which students can access via the college’s VLE)
more structured in-class questioning (possibly using electronic voting systems - ‘clickers’)
writing of structured questions that facilitate deep learning rather than the surface recall of facts.
Encourage students to self-regulate to analyse their own performance identify points for improvement and set appropriately
challenging personal goals (reviewed through the professional development plan - PDP)
Program Design: The plan ...2. Impacting LearningUse of Biggs & Collis’ SOLO Taxonomy:
for lesson design and better differentiationto help students increase the depth of their
responsesto increase the planned use of surface, deep and
conceptual learningDevelopment of meta-cognitive strategies
provide non-academic background students with the strategies to cope requirements of learning on an HE course
create opportunities for the explicit teaching of learning strategies earlier in the programme
Surface Learning
Deep Learning
Unistructural Multistructural Relational Extended abstract
SOLO TAXONOMY(after Biggs and Collis 1982)
Prestructural
Misses the point!
Who painted Guerni
ca?
Outline at least two compositional principles that Picasso used inGuernica.
Relate the theme of Guernica to a current event.
What do you consider Picasso was saying via his painting ofGuernica?
Program Design: The plan ...3. Providing FeedbackImplement a model of feedback that addresses
three questions and operates at four levels of learning:
Levels of Feedback Three Feedback Questions Providing Effective Feedback
1. Task Where am I going? What are my goals?
Session goals will be communicated through learning intentions and success criteria (i.e. learning goals). Intentions and criteria should be differentiated to involve appropriate challenge for all
students.
Students should understand and be able to articulate the intentions and criteria.
2. Process How am I going? What progress is being made towards the goal?
Responding to the results of systematic formative assessment data (including self and peer assessments), rapid formative feedback will be provided either through the VLE or face-to-face following in-class formative assessments.
Checks will be made to see how feedback is received by students to ensure that it is understood and perceived to be relevant.
3. Self-regulation
Where to next? What activities need to be undertaken next to make better progress?
A self-regulatory component will be incorporated into formative assessments. In light of learning intentions and criteria, students will assess their own progress in
meeting goals and personal targets.
4. Self-Level Avoid mixing praise with feedback because this reduces the effect.
Program Design: The plan ...4. Evaluating Student Performance:Use a data team model to manage student
progressCreate a plan to monitor student learning and
teacher instruction Meet every 2-3 weeks to analyse the outcomes
dataMonitor the performance of individual students
and engage in dialogue about more and less effective instructional strategies
Collecting and charting data for each student
Using the evidence to prioritise and set, review and revise incremental goals
Questioning the instructional strategies and how they are impacting each student
Monitoring the impact of strategies on student learning
Program Design: The plan ...5. Facilitating Student Learning: Strategies
& Conditions“Audit” existing schemes of learning and session plans to
evaluate the extent to which “effective teaching” strategies appear within and across sessions.
For example: Strategy: Classrooms are dominated more by
dialogue than by monologue about learning: Do the questions asked during the sessions facilitate dialogue that
targets deep thinking? What is the ratio of teacher-student talk during sessions? Do group tasks facilitate “productive learning or busy work”?
ReferencesAtherton J S (2011) Teaching and Learning; What Works Best.
Available online at http://www.learningandteaching.info/teaching/what_works.htm (accessed 15 May 2012)
Biggs, J., & Collis, K., (1982). Evaluating the Quality of Learning: the SOLO taxonomy New York: Academic Press.
Hattie, J., (2009a) Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London, Routledge
Hattie, J., (2009b). The Black Box of Tertiary Assessment: An Impending Revolution. In L. H.Meyer, S. Davidson, H. Anderson, R. Fletcher, P.M. Johnston, & M. Rees (Eds.), Tertiary Assessment & Higher Education Student Outcomes: Policy, Practice & Research (pp. 259-275). Wellington, New Zealand: Ako Aotearoa
Shulman, L., (2004) The Wisdom of Practice: Essays on Teaching Learning and Learning to Teach. New York, Jossey-Bass.
