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the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses).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.
This slide represents the way that the multitude of assessment results can be compared once they are put into an effect size – and put onto a common scale. It is a way of taking different types of assessment results and making a common comparison.
Durham Enquiry Network
What do children need to learn? ‘What (children) should learn first is not the subjects 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 Alfred Binet must learn how to learn.’ 1857 - 1911
Number of words heard by childrenA child in a welfare-dependent family hears on average616 words an hour 500A child in a working-class home hears on average 1,251words an hour 700A child in a professional home hears on average 2,153words an hour 1100Number of words spoken by the time children are 3Hart &Risley, 1995
What matters is what you believe about intelligence People who believe intelligence comes mainly from nature have a ‘fixed’ mindset People who believe intelligence comes mainly from nurture have a ‘growth’ mindset Professor Carol Dweck, Stanford
A selection of thinking skillsANALYSE DESCRIBE GROUP RESPONDANTICIPATE DETERMINE HYPOTHESI SEQUENCEAPPLY DISCUSS SE SIMPLIFYCAUSAL- ELABORATE IDENTIFY SHOW HOWLINK ESTIMATE INFER SOLVECHOOSE EVALUATE INTERPRET SORTCLASSIFY EXEMPLIFY ORGANISE SUMMARISECOMPARE EXPLORE PARAPHRA SUPPORTCONNECT SE GENERALISE TESTCONTRAST PREDICT GIVE VERIFYDECIDE EXAMPLES QUESTION VISUALISEDEFINE GIVE RANK REASONS REPRESEN T
What is the typical influence on achievement? 900+ meta-analyses 50,000+ studies and 240+ million students
Maths level An Effect SizeA common scale for measuring progress in student achievement
Visible Learning, John Hattie2500020000 No. of Effects15000100005000 0 Negative Positive