AIS Sydney

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Slides used in Sydney on 10th May with the Association of Independent Schools

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  • The evidence was collected from existing meta-analyses – the actual research that is the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses). John Hattie is constantly updating the meta-analyses so you may find slight variations in the effects across publications. The material in this workshop will be kept up to date and the effect size tables in the workbook will be accurate.
  • AIS Sydney

    1. AIS Conference – Challenging Learning, 10th May 2012 James Nottingham www.challenginglearning.com
    2. How do we improve achievement for all?Achievement is more likely to be increased whenstudents … Invoke learning rather than performance strategies Accept rather than discount feedback Benchmark to difficult rather than to easy goals Compare themselves to subject criteria rather than to other students Possess high rather than low efficacy to learning Effect self-regulation and personal control John Hattie, 2009
    3. Performance targets encourage a focus on position
    4. Learning goals focus on progress and personal bests
    5. Where am I going? How am I doing? What are my next steps?The 3 most powerful questions for feedback (& learning)
    6. Scandinavians talk about ‘curling parents’
    7. One path to answering the 3 learning questions What‟s the point?Ready Learning Intentions Success Criteria Initial instructionFire First attempts by childrenAim Formative assessment and a focus on progress
    8. Where are we going and how will we know we‟re there?Learning Intentionso To find out what links the Vikings with North East EnglandSuccess Criteriao Know when and where the Vikings came fromo Identify names and places associated with the Vikingso Ask relevant questions about the Vikings
    9. Why did they Gate AD 700 - 1100 attack Lindisfarne? Bairns Lad Tarn Vikings Thriding Norse Rape &language pillage Did they believe in Longships God? Dragon Horned ships helmets
    10. Marzano – groups of 3 work best Informal Formal Long-term
    11. Why did they Gate AD 700 - 1100 attack Lindisfarne? Bairns Captured Lad Yorvik in 866 Tarn Vikings Thriding Norse Rape & language pillage King Cnut Did they believe inruled England Longships God? from 1016 Dragon Horned helmets Gods included ships Odin, Thor, Fri Eric Bloodaxe gg & Loki Dead warriors went died in 954 to Valhalla
    12. Formative vs. Summative assessment Group Feedback Pre-Post Gain Attitudes A Comments only 30% gain Positive B Marks only Top 25% + No gain Bottom 25% - C Marks and Top 25% + No gain comments Bottom 25% - Butler (1997)
    13. Marking sheet for history essays (Frank Egan)Introduction Conclusion 4+ sentences  3+ sentences Proposition stated  Summation Outline of narrative  Proof of proposition Context of topic  Specific reference to assess/evaluate as last sentenceBody of essay Literacy 3+ paragraphs  Spelling accuracy 6+ facts per paragraph  Grammar structures Inter-relationships “I can actually see how to Argument is relevant improve, it’s obvious.” Quote with source given
    14. The Dreyfus Model of Skill Acquisition Can read Need routines the contextBasis for Action Novice Beginner Competent Proficient Expert
    15. Novice: rule-governed behaviour Need generalised rules and structures as a guide Quality management systems can be very helpful If something goes wrong, blame the system or senior people Little personal responsibility in this context Beginner: hungering for certainty Starting to notice patterns Wishing things were more predictable Looking for “the book” or “the expert” to provide the answers Feel limited personal responsibility
    16. Competent: planned & analytical Efficient and organised Can assess relative importance and urgency Can readily describe and explain actions Feel personal responsibility for outcomes Proficient: strategic and able to read context Seldom surprised, have learned what to expect Have organised knowledge into wise sayings Sometimes forget to explain complexities of the big picture toanalytical competent colleagues Rapid, fluid, involved, intuitive type of behaviour
    17. Expert: right thing at the right timeHighly intuitive, based on huge store of wisdomGreat capacity to handle the unexpectedHighly nuanced behaviour, very context specificOften there are no words to describe expert performance, and often it is subconscious anywayHard to fit this into quality systemsPerformance drops if generalised rules are imposedUsually does not make for good teaching of novices, but great for teaching competent people
    18. Socratic questionsClarify Are you saying that …? Can you give us an example of …?Reasons Why do you say that …? What reasons support your idea?Assumptions Are you assuming that …? What would happen if …? How could we look at this in a different way?Viewpoints What alternatives are there to this? Wouldn‟t that mean that …?Effects What are the consequences of that?
    19. Learning how to learn „What (students) should learn first is not thesubjects ordinarily taught, however important they may be; they should be given lessons of will, of attention, of discipline; before exercises in grammar, they need to be exercised in mental orthopaedics; in a word they must learn how to learn.‟ Alfred Binet 1857 - 1911
    20. Alfred Binet, creator of the first IQ test „Some recent philosophers have given their moral approval to the deplorable verdict that an individual‟s intelligence is a fixed quantity, one which cannot be augmented. We must protest and act against this brutal pessimism … it has no foundation whatsoever.‟ Alfred Binet 1857 - 1911
    21. Independent and Intuitive and Sharp and quick- intellectual Aquarius sympathetic Pisces witted AriesLike to be different Vague & careless Procrastinator Strongly Very versatile and Shrewd and determined Taurus adaptable Gemini cautious Cancer Self indulgent Inconsistent Indecisive & moodyBroad-minded and Practical and Easygoing and expansive Leo diligent Virgo sociable LibraBossy & intolerant Overcritical & harsh Prone to daydream Powerful and Intellectual and Very disciplined and passionate Scorpio philosophical Sagittarius focused Capricorn Obsessive Tactless & restless Fatalistic
    22. Self-fulfilling prophecies
    23. Dweck& Hattie: We should focus on progress, not rank order 92 90 90 85 86 85 73 78 84 64 70 78 43 41 40 32 35 34
    24. 900+ Meta-analyses (covering 50,000+ studies) 2009 2011
    25. Every student should bemaking progress of 0.4effect size every yearHow do you know whatprogress your studentsare making?
    26. Visible Learning Leaders are evaluators How do I know this is working? How can I compare „this‟ with „that‟? What is the influence on learning? What is the magnitude of the effect? What evidence would convince me we‟re wrong?
    27. The Dreyfus Model of Skill Acquisition Can read Need routines the contextBasis for Action Novice Beginner Competent Proficient Expert
    28. Praise that often slows down progress Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best
    29. The effects of different types of praiseMueller andDweck, 1998In six studies, 7thgrade studentswere given aseries ofnonverbal IQtests.
    30. Mueller and Dweck, 1998Intelligence praise“Wow, that‟s a really good score. You must be smart at this.”Process praise“Wow, that‟s a really good score. You must have tried reallyhard.”Control-group praise“Wow, that‟s a really good score.”
    31. Number of problems solved on a 3rd test6.5 6 Effort Praise5.5 Control Praise 5 Intelligence Praise4.5 Trial 1 Trial 3
    32. Boys get 8 times more criticism than girls
    33. The effects of praise Swimming “You do your best swimming when you concentrate and try your best to do what Chris is asking you to do” Ballet “You‟re the best ballerina in the world!”
    34. 1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding performance; 5.What a scientist you are; 6.Unbelievable work; 7.You‟re a genius; 8.Youre getting better; 9.Clever boy 10.You should be proud; 11.Youve got it; 12.Youre special; 13. Verytalented; 14. Youve outdone yourself; 15. What a great listener; 16. You came through; 17.You‟re very artistic; 18.Keep up thegood work; 19.Its everything I hoped for; 20.Perfect; 21.A+ Work;22.Youre a shining star; 23.Inspired; 24.Youre #1; 25.Youre very responsible; 26.Youre very talented; 27.Spectacular work; 28.Great discovery; 29.Youre amazing; 30.What a great idea;31.Well worked through; 32.Very thoughtful; 33.You figured it out; 34.Top of the class; 35. You make me smile
    35. Storming is Necessary for Learning“Progress is impossible without change, and those who cannot change their minds cannot change anything.” George Bernard Shaw (1856 – 1950)
    36. Not everything countsNot everything that counts can be counted, and not everything that can be counted countsSign hanging inEinsteins office at Princeton
    37. How do we improve achievement for all?Achievement is more likely to be increased whenstudents … Invoke learning rather than performance strategies Accept rather than discount feedback Benchmark to difficult rather than to easy goals Compare themselves to subject criteria rather than to other students Possess high rather than low efficacy to learning Effect self-regulation and personal control John Hattie, 2009
    38. Too much innovation“One of the most critical problemsour schools face is not resistance toinnovation but thefragmentation, overload andincoherence resulting from theuncritical and uncoordinatedacceptance of too many differentinnovations” Fullan&Stiegelbauer, 1991
    39. Classic Brainstorming Sit in a circle Ask the first person for their first idea Accurately write their idea down on a flip chart Ask the next person for their idea If someone wants to, they can say “pass” Collect ideas from every person. Go round the circle twice, or until everyone says “pass” Number each idea There should be NO discussion
    40. Learning Detectives
    41. challenginglearning.comp4c.coopjames@p4c.com @JamesNottinghm

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