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
Hattie’s work looked at typical effects of different interventions across:
1000+ meta-analyses
60,000 studies
260 million students
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
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
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%
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…
Reducing the Gap
Effective feedback aims at reducing the gap between where the student ‘is’ and where he or she is ‘meant to be’.
Examples of ‘teacher to student’ feedback:
Marks
Written comments on work
Verbal comments
Personal feedback using technology
Other?
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
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.