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5th Annual Conf | John Hattie Keynote
This document discusses factors that contribute to an effective education. It explores the importance of developing surface knowledge, deep understanding, and the ability to transfer learning. The most influential factors include teachers collaborating to evaluate their impact, establishing clear success criteria, welcoming errors as learning opportunities, and providing feedback to teachers. An effective education also focuses on developing skills like self-efficacy, optimism, and resilience in students. The goal is for every student to achieve at least one year of academic growth for each year of instruction in a supportive learning environment.
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5th Annual Conf | John Hattie Keynote
- 1. An Education WorthHaving Exploring what really makes a difference to learning John Hattie
- 2. Creating the narrative An education worth having The excitement of learning – skilled passion – the thrill of challenge and mastery – we are social learners – we need a focus on how to learn
- 3. The narrative ofRELATIVE outcomes 0 Decreased Zero Enhanced • Achievement • Strategies • Motivation • Affective • Health • Inviting schools
- 4. No. of effects d=.40 1100+ meta-analysis 65,000 studies, ¼ billion students
- 5. attributes of thestudents structure of schools or classes the deep teaching programs technology accountability the home or parents summer school, length of school day or school year individualised instruction class size learning styles repeating classes Which of these?
- 6. Not many attributesof the students .08 Not the structure of schools or classes .10 Not the deep teaching programs .16 Not technology (yet) .22 Not accountability .22 Not the home or parents .25 Not summer school, length of school day or school year .07 Not individualised instruction .22 Not class size .21 Not learning styles .17 Not repeating classes -.13
- 7. The narrative ofpassion, teaching, and promoting the language of learning 1. Teachers, working together, as evaluators of their impact .93
- 8. The narrative ofpassion, teaching, and promoting the language of learning 1. Teachers, working together, as evaluators of their impact .93 2. The power of moving from what students know now towards explicit success criteria .77
- 9. The narrative ofpassion, teaching, and promoting the language of learning 1. Teachers, working together, as evaluators of their impact .93 2. The power of moving from what students know now towards explicit success criteria .77 3. Errors and trust are welcomed as opportunities to learn .72
- 10. The narrative ofpassion, teaching, and promoting the language of learning 1. Teachers, working together, as evaluators of their impact .93 2. The power of moving from what students know now towards explicit success criteria .77 3. Errors and trust are welcomed as opportunities to learn .72 4. Maximize feedback to teachers about their impact .72
- 11. The narrative ofpassion, teaching, and promoting the language of learning 1. Teachers, working together, as evaluators of their impact .93 2. The power of moving from what students know now towards explicit success criteria .77 3. Errors and trust are welcomed as opportunities to learn .72 4. Maximize feedback to teachers about their impact .72 5. Getting the proportion of surface to deep correct .71
- 12. The narrative ofpassion, teaching, and promoting the language of learning 1. Teachers, working together, as evaluators of their impact .93 2. The power of moving from what students know now towards explicit success criteria .77 3. Errors and trust are welcomed as opportunities to learn .72 4. Maximize feedback to teachers about their impact .72 5. Getting the proportion of surface to deep correct .71 6. The Goldilocks principles of challenge, and deliberate practice to attain these challenges .60
- 13. Do you know your impact?
- 18. Psychological capital – self- efficacy optimism hope resilience
- 19. Can we teachstudents how to learn?
- 21. The search forstrategies = 400+ Brain Gym Mindfulness Collaborative problem solving Mnemonics Comprehension Monitoring Monitoring Concept Mapping Note taking Critical thinking techniques Planning Discussion groups Practice / Rehearsal Distributed Practice Practice Testing Elaborative Interrogation Re-reading Environmental structuring Retrieval cueing Error monitoring Selecting Main Idea Examination skills Self-monitoring Help-seeking Self-questioning Highlighting/Underlining Self-regulation Interleaved Practice Sleep Keeping records & monitoring Summarization Learning Styles Think Aloud Listening & Notetaking Time Management Memorisation Underlining/Highlighting
- 22. A Model ofLearning
- 23. Dispositions RESILIENCE –emotional strength 1. Inquisitive 2. Persistent 3. Adventurous 4. Focused RESOURCEFULNESS – cognitive capability 5. Imaginative 6. Connecting 7. Crafting 8. Capitalising REFLECTION – strategic awareness 9. Methodical 10. Self-evaluative 11. Self-aware 12. Transferring RELATING – social sophistication 13. Collaborative 14. Open-minded 15. Independent 16. Empathic Prior Achievement
- 24. Inputs Learning Upfront Learning Consolidating Learning Dispositions Achievement The difference between initial & subsequent learning
- 25. Inputs Learning Phase1 Phase 2 Phase 3 Phase 4 Outcomes Develop the Build the Surface Develop the Deep Transfer Coat hanger knowing knowing Skills Up front Learning Consolidating Learning Dispositions Achievement Dispositions Achievement The Four Phases: 1. Developing the coat hanger 2. Building the surface knowing 3. Developing the deep knowing 4. Transfer the knowing
- 26. SURFACE (increase inquantity) One idea Many ideas DEEP (change of quality) Relate ideas Extend ideas Biggs & Collis, 1972 Surface and Deep learning
- 27. An over emphasison surface knowing Learning strategies 90+% are surface Teacher questions 90+% are surface Lesson observations 90+% are surface Test analyses 90+% are surface Visible Learning 90+% are surface We privilege a grammar of surface learning
- 28. Phase 1 Phase2 Phase 3 Phase 4 Develop the Build the Surface Develop the Deep Transfer Coat hanger knowledge (relate, extend) knowing Skills Inputs Learning Outcomes Dispositions Achievement Dispositions Achievement Transfer or Far learning Transfer occurs when we learn strategies that apply in a certain situation to another situation - when they understand the similarities and differences between the two situations.
- 29. What is learning? The process of developing sufficient surface knowing to then move to deeper understanding such that one can appropriately transfer this learning to new tasks & situations
- 30. No. of effects Learning strategies d=.60 10,000+ studies, 43,157 effects from about 12-16m students
- 31. Phase 1 Phase2 Phase 3 Phase 4 Develop the Build the Surface Develop the Deep Transfer Coathanger knowledge (relate, extend) knowing Skills Inputs Outcomes Dispositions Achievement Dispositions Self-efficacy Achievement Initial Learning Organising Summarisation Organising Self-regulation Planning, Evaluation Strategy Monitoring Consolidating Learning Investment & Retrieval Practice Rehearsal & Memorisation Practice Testing Receiving Feedback Self-Talk Self – Consequences Self- Verbalisation & Self-Questioning Help Speaking Transfer Detecting Similarities & Differences Problem Solving Understanding Success Outlining Concept Mapping Setting Standards
- 32. A model oflearning
- 33. Deep programs ????? Rank Influence Effect-size 91 Inquiry based methods 0.31 143 Individualized instruction 0.22 144 Visual/Audio-visual methods 0.22 168 Problem based learning 0.15 184 Whole language 0.06
- 34. A model oflearning Problem based learning
- 35.
- 36. 1. 2. Fromstudent to teacher
- 37. 1. From studentto teacher How am I going? Where to next? 2. 3.
- 38. 1. From studentto teacher How am I going? Where to next? The value of not knowing 2. 3. 4. .
- 39. Move from NarrowExcellence to a Defensible Basket of Goods PISA + PIRLS
- 40. Move from NarrowExcellence to a Defensible Basket of Goods PISA + PIRLS Human Development Health Equal Opportunity Safety & Security Governance Innovation Quality of Life
- 41. Move from narrowexcellence World Rankings Rank Rank Rank Finland 1 United States 11 Spain 21 Denmark 2 New Zealand 12 Luxembourg 22 Norway 3 Singapore 13 Slovenia 23 Ireland 4 Austria 14 Portugal 24 Sweden 5 UK 15 Korea 25 Switzerland 6 Japan 16 Italy 26 Iceland 7 Belgium 17 Czech 27 Canada 8 Germany 18 Estonia 28 Australia 9 France 19 Greece 29 Netherlands 10 Hong Kong 20 Qatar 30
- 42. Narrative of Year’sgrowth for Year’s input 25% 20% 15% 10% 5% 0% <200 200-240 241-280 281-320 321-360 361-400 401-440 441-480 481-520 521-560 561-600 601-640 641-680 681-720 > 721 Non-Aboriginal Aboriginal • Not necessarily low SES, immigrants • Not closing the gap Every child deserves at least a year’s growth for a year’s input
- 43. A learning heatmap Visible Learning in the Visible Classroom aiming for Surface, Deep & Transfer based on A learning heat map
- 44. An education worthhaving: Creating the narrative -- 1. The excitement of learning – the passion, challenge, mastery 2. The importance of surface to deep to transfer 3. The valuing of learning 4. The importance of the “basket of goods” 5. The development of psychological capital – self-efficacy, optimism, hope, resilience 6. Why we come to work – the evidence of impact 7. A Year’s growth for Year’s input 8. The wash back power of assessment
- 45. Schools as invitingplaces to come and learn • And be my friend • And engage in the challenge • And master and be skilled in some subjects • And be esteemed as a learner • And know what success looks like • And know what to do when you do not know what to do
- 46. Thanks Visible learningin action