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the basis of the meta-analyses included published material and quality assured research papers and student projects (eg unpublished PhDs theses).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.
Krokane April 2012
Krokane school – is everything as it should be?
„Disaster‟ is old Greek for: „to lose your stars‟ Krokane star Where are we going? How are we doing? Where next?
Respecting each other‟s opinions and standing up foryourselfMental Models1. Childrens opinions are important2. Its important to have self esteem to be able to express your opinions3. We reflect to understandTeam tasks after leaving Newcastle, Feb 2011 … To share and reflect upon our mental models To reflect upon our attitudes to learning and teaching To encourage joint understanding with colleagues
Assessment capabilities begin with … What‟s the point?Ready Learning Intentions Success Criteria Initial instructionFire First attempts by childrenAim Formative assessment and a focus on progress
What is the point of this lesson and will I make progress?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
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
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
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
The 3 golden feedback questions Where are we going? How are we doing? Where next?
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
P4C with young children – A M Sharp What P4C does is give children the intellectual, social and emotional tools that theyneed to think well, to thinkjudiciously and reasonably and, by means of the classroom community of inquiry, foster the care, commitment and courage to act on their
Another principle of P4CNot all of our questionsanswered …… but all of our answersquestioned
Learning is about making linksFrom The Brain RulesBy John Medina
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?
What concepts can you spot in the video?Identity (or being „me‟)NamesIndifference(„whatever‟)The futureI think, therefore I amBeliefsEverything is possible
Example question startersWhat is … Reality?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 …
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 next for Krokane school?Disaster – lose your starsKantor – positions in a dialogueAssessment capable studentsGroups of 3 – informal, formaland long-termDreyfus modelLearning is about makinglinksSocratic questions
1. Start using at P4C2. Trying out the 3 groups of 33. Search for possibilities to use P4C within subjects4. Work on (success) criteria5. Preview every week using P4C questioning6. Colour-coding to show progress7. Ready – Fire – Aim8. Try micro-teaching (filming lessons and then reviewing with a friend)9. Use Socratic questions10. One lesson per week using Socratic questions11. Learning Detectives12. Different resources for different groups13. Photo students work for review during lessons14. Different kinds of voting15. Self assessment16. Peer reviews17. Learning links18. Giving “Aim” response during the work – and refer to criteria19. Feedback20. Teacher-teacher observations