Holmenkollen conference

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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the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses).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.
  • 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.
  • 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the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses).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.
  • 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the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses).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.
  • 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the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses).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.
  • Student expectations/self report gradesStudents who are able to articulate what their learning outcomes/test results might be (when they can self-report their grades) are more likely to be successful than other learners. The key premise is that when students know their learning so well they will be able to do this. These students will be engaged with their learning and be active participants in their learning. This links to the idea of building students who are assessment capable. They can answer the questions: Where am I going? How am I going? and where to next?Providing formative evaluationTeachers regularly receive formative evaluation about their teaching programmes and classroom practice through feedback and/or by looking at their student results. Teachers need to receive ongoing feedback about their teaching to improve student results. Micro teachingMicro teaching is where teachers examine aspects of a lesson, or group of lessons, by working with a colleague/s to look at specific aspects of their teaching. It may be questioning skills, teaching strategies etc. It may also involve videotaping a lesson and then examining an aspect of practice. Teachers need to receive ongoing feedback about their teaching to improve student results.
  • Ask people to consider what the culture for feedback is in their school.
  • The notion of SMART goals is something we are familiar with. They are words we use, but do we really consider what they mean?Note here that A = ambitious rather than achievable. The Visible Learningplus team has read the work of Sir Michael Barber who in his book Deliverology 101¹ replaces achievable with ambitious. This is a significant change and reinforces the Visible Learning message of setting challenging goals.
  • Holmenkollen conference

    1. 1. Leading Visible Learning – getting our priorities right James Nottingham www.challenginglearning.com
    2. 2. What do you know about your impact onall students in your school? How do you know it?To what extent does data and evidence drive practice in the school?
    3. 3. 900+ Meta-analyses (covering 50,000+ studies) 2009 2011
    4. 4. Maths Percentage gains level An Effect SizeA common scale for measuring progress in student achievement
    5. 5. Not everything countsNot everything that counts can be counted, and not everything that can be counted countsSign hanging inEinsteins office at Princeton
    6. 6. Graph representing the spread of effect sizes2500020000 No. of Effects15000100005000 0 Hinge point of 0.4
    7. 7. Every student should bemaking progress of 0.4effect size every yearDo you know whatprogress your studentsare making?
    8. 8. John Hattie Jamie Oliver
    9. 9. Top 75
    10. 10. Bottom 75
    11. 11. Visible Learning is intended to stimulate dialogueWhat questions do we haveabout the relative effects? What are self report grades? Why doesn’t class size matter much? Are we making effective progress with our innovations?
    12. 12. The more leaders focus their relationships, their work, and their learning on the core business ofteaching and learning, the greater the influence on student outcomes
    13. 13. Why doesn’t class size matter (much)?Rank Influence Studies Effects ES111 Comprehensive teaching reforms 282 1818 .22112 Teacher verbal ability 21 58 .22113 Class size 113 802 .21114 Charter schools 18 18 .20115 Aptitude-treatment interaction 61 340 .19116 Learning hierarchies 24 24 .19117 Extra-curricular programs 2161 1036 .19118 Co and team teaching 136 47 .19119 Personality 545 2546 .18120 Within class grouping 144 209 .18
    14. 14. Leaders use Visible Learning to decide what is importantDon’t waste time on things that don’t probably matter much
    15. 15. Rank Influence Studies Effects ES141 Ethnic diversity of students 17 58 .05142 College halls of residence 10 23 .05143 Multi-grade/age classes 94 72 .04144 Student control over learning 65 38 .04145 Open vs. traditional 315 333 .01146 Summer vacation 78 711 -.02147 On welfare policies 8 8 -.12148 Retention 229 2882 -.13149 Television 37 540 -.18150 Mobility 181 540 -.34
    16. 16. Robert Marzano – groups of 3 work best Informal Formal Long-term 3
    17. 17. Rank Influence Studies Effects ES 71 Integrated curricula programs 61 80 .39 72 Enrichment 214 543 .39 73 Principals/school leaders 521 1409 .39 74 Career interventions 143 243 .38 75 Time on task 100 136 .38 76 Psychotherapy programs 83 102 .38 77 Computer assisted instruction 5947 10,291 .37 78 Adjunct aids 73 258 .37 79 Bilingual programs 128 727 .37 80 Drama/arts programs 715 728 .35
    18. 18. How do you prioritise these leadership tasks?A. Resourcing strategicallyB. Ensuring an orderly and supportive environmentC. Planning, coordinating and evaluating the curriculumD. Promoting and participating in teacher professional developmentE. Establishing goals and expectations
    19. 19. The effect sizes of the different tasks1. Promoting and participating in teacher professional development (0.84)2. Planning, coordinating and evaluating the curriculum (0.42)2= Establishing goals and expectations (0.42)4. Resourcing strategically (0.31)5. Ensuring an orderly and supportive environment (0.27)
    20. 20. Visible Learners (and leaders) accurately assessthemselves
    21. 21. 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
    22. 22. Rank Influence Studies Effects ES 1 Assessment capable students 209 305 1.44 5 Providing formative evaluation 30 78 .90 6 Micro teaching 402 439 .88 10 Feedback 1310 2086 .75
    23. 23. What is your culture forfeedback?
    24. 24. Catherine Eccles – how much do we apply ourselves?Application = value x expectationPerformance goal = all 10 year olds should get 75%in their language examLearning goal = by improving my sentencestructure, I will produce higher quality work
    25. 25. Specific Measurable Ambitious Reliable TimelyAchievable
    26. 26. ‘Disaster’ comes from Greek for … ‘losing your stars’ The 3 Golden Questions Where are we going? How are we doing? What next?
    27. 27. challenginglearning.comp4c.coopjames@p4c.com @JamesNottinghm

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