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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the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses).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.
  • 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the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses).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.
  • Changing School timetablingThis research focused on the effects of modifying the school year to shorten the summer break while not increasing the length of the school year. The average effect size for favouring modified calendars is small. Teacher Subject Matter KnowledgeThere is not a large body of evidence to support the claim that teacher subject matter knowledge has a significant and related effect on student achievement. This finding seems contradictory to what we might believe to be true. As a result John Hattie has looked more closely at the possible reasons and purports that the reason may be that many teachers are teaching at surface level only. If this is the case then deep subject matter knowledge is not important for surface level teaching.GenderThe difference in achievement between genders is minor and there is more variance within groups of boys and groups of girls than there is between them. As well as there being very few achievement differences there are also very few differences across other domains i.e. communication, social and personality variables. Males outperform girls in motor performance and social aggression and females outperform males in agreeableness.Ability GroupingIn the USA data shows that about 86% of students in public schools are placed in tracked classes. The outcomes can be considered both in terms of achievement and equity. Tracking has minimal effects on student outcomes and profound negative equity effects. Low track classes have been described as ‘deadening, non-educational environments’. Oakes, (2005) VL p90. Qualitative evidence shows that low track classes are more fragmented, less engaging and taught by fewer well trained teachers (VL p91). 
  • Changing School timetablingThis research focused on the effects of modifying the school year to shorten the summer break while not increasing the length of the school year. The average effect size for favouring modified calendars is small. Teacher Subject Matter KnowledgeThere is not a large body of evidence to support the claim that teacher subject matter knowledge has a significant and related effect on student achievement. This finding seems contradictory to what we might believe to be true. As a result John Hattie has looked more closely at the possible reasons and purports that the reason may be that many teachers are teaching at surface level only. If this is the case then deep subject matter knowledge is not important for surface level teaching.GenderThe difference in achievement between genders is minor and there is more variance within groups of boys and groups of girls than there is between them. As well as there being very few achievement differences there are also very few differences across other domains i.e. communication, social and personality variables. Males outperform girls in motor performance and social aggression and females outperform males in agreeableness.Ability GroupingIn the USA data shows that about 86% of students in public schools are placed in tracked classes. The outcomes can be considered both in terms of achievement and equity. Tracking has minimal effects on student outcomes and profound negative equity effects. Low track classes have been described as ‘deadening, non-educational environments’. Oakes, (2005) VL p90. Qualitative evidence shows that low track classes are more fragmented, less engaging and taught by fewer well trained teachers (VL p91). 

Tranby College Tranby College Presentation Transcript

  • Learning how to learn, Tranby College 2012 „We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn.‟ Peter Drucker, 1909–2005 (Described by Business Week as ‘the man who invented management’)jamesnottingham.co.ukchallenginglearning.com
  • www.challenginglearning.com
  • Teachers at Tranby believe:1. Every student is a learner and diverse in their needs2. Effective learning requires a varied repertoire of teaching skills3. Feedback and reflection are crucial for students and for teachers
  • Praise that often gets in the way of learning … Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best
  • Carol Dweckwww.carol-dweck.co.uk
  • 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
  • Boys get 8 times more criticism than girls
  • Pupils with a growth mindset learn more 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
  • Swedes talk about ‘curling parents’
  • More videos of challengeVideos on:jamesnottingham.co.ukp4c.comYoutube.com/jabulani4
  • The ASK model – Attitudes, Skills & Knowledge S Skills  Intellectual  Social  Communicative  PhysicalAttitudes Knowledge Curiosity K  Facts Desire to succeed Open-mindedness Resilience A  Figures  Concepts  Ideas Self-Regulation
  • Differentiation is the key …. isn‟t it?
  • 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
  • Not everything countsNot everything that counts can be counted, and not everything that can be counted countsSign hanging inEinsteins office at Princeton
  • Visible Learning, John Hattie2500020000 No. of Effects15000100005000 0 Negative Positive
  • Bottom 75
  • Ability grouping doesn‟t seem to be the answer
  • Ability grouping doesn‟t seem to be the answerAverage effect size of all strategies = 0.4(Hattie)Ability grouping (general) 0.17High ability students 0.09Medium ability students 0.51Low ability students - 0.60
  • Top 75Rank Influence Studies Effects ES 1 Assessment capable students 209 305 1.44 5 Providing formative evaluation 30 78 .90 10 Feedback 1310 2086 .75
  • In-lesson differentiation works is more effective Rank Influence Studies Effects ES 18 Self verbalisation& questioning 113 1150 .64 - Pre-lesson questioning .94 - Teacher modelling .69 S P-Review A K
  • 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
  • Ready: Learning Intentions & Success CriteriaLearning 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
  • 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
  • Learning Detectives
  • Year 7 – Food UnitLearning Intentionso Understand the process of hazard analysis and how itapplies to foodSuccess Criteriao Use technical vocabularyo Identify a wide range of types of hazardo Communicate coherently
  • Follow upjames@p4c.comjamesnottingham.co.uk slideshare.net/jabulani4 @JamesNottinghm James Nottingham Challenging Learning