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the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses).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.
Transcript of "QASSP Conference"
Challenge, wobble and roll – QASSP, 11th May 2012 James Nottingham www.challenginglearning.com
Where am I going?How am I doing? What are my next steps? The 3 most powerful questions for learning
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
Facts and ConceptsFact Paris is the Knowledge capital of FranceConcept (Capital) cities Understanding
Recent Demo Lesson ConceptsWhat is a toy? (5 year olds)Was the mouse telling lies?(7 year olds) What happens when you die? (11 year olds) What‟s the difference between tragedy and romance? (14 year olds) What is culture? (15 year olds) Is zero the same as nothing? (17 year olds)
Example question startersWhat is … playing?How do we know what is … Who decides what is …What if …Always or neverWhen would …What is the difference between …Is it possible to …Should we …
The Dreyfus Model of Skill Acquisition Can read Need routines the contextBasis for Action Novice Beginner Competent Proficient Expert
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
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
Expert: right thing at the right timeHighly intuitive, based on huge store of wisdomGreat capacity to handle the unexpectedHighly nuanced behaviour, very context specificOften there are no words to describe expert performance, and often it is subconscious anywayHard to fit this into quality systemsPerformance drops if generalised rules are imposedUsually does not make for good teaching of novices, but great for teaching competent people
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?
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
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
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
Marzano – groups of 3 work best Informal Formal Long-term
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
Other ways to challenge What‟s the point?Ready Learning Intentions Success Criteria Initial instructionFire First attempts by childrenAim Formative assessment and a focus on progress
Learning goal - use descriptive words when writing about placesand characters eg „the mud is squelchy and sticks to my wellies like syrup‟, or „the ogre in my story is really quite shy but he pretends to be brave and a bit bossy.‟ a. There‟s some lovely descriptive f. words in here. Well done! b. Angry, fierce and loud are nice g. Why do you think descriptive words to use about the ogre. you missed the first Can you describe the ogre‟s cave now? part of the challenge? What could you do c. You‟ve tried really hard next time to check with this. Good girl! your work more accurately? d. I really enjoyed reading this – thank you! h. What a lovely story – e. You‟ve responded well to the there are some second part of the challenge. Now wonderfully descriptive focus more on the first part. words in there
“The art of effective teaching is to provide the right form of feedback at, or just above, the level at which the student is working – with one exception …” “… do not mix praise into the feedback prompt, because this dilutes the effect!”Visible Learning for Teachers (Hattie, 2011), pp 121
Praise that dilutes the positive effect of feedback Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best
The effects of different types of praiseMueller andDweck, 1998In six studies, 7thgrade studentswere given aseries ofnonverbal IQtests.
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.”
Number of problems solved on a 3rd test6.5 6 Effort Praise5.5 Control Praise 5 Intelligence Praise4.5 Trial 1 Trial 3
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!”
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
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