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.

1. An Education Worth Having
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 of RELATIVE 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 the students
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 attributes of 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 of passion, teaching, and promoting the language of learning
1. Teachers, working together, as evaluators of their impact .93

8. The narrative of passion, 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 of passion, 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 of passion, 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 of passion, 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 of passion, 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 teach students how to learn?

21. The search for strategies = 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 of Learning

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
Up front
Learning
Consolidating
Learning
Dispositions
Achievement
The difference between initial & subsequent learning

25. Inputs Learning Phase 1 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 in quantity)
One idea
Many ideas
DEEP (change of quality)
Relate ideas
Extend ideas
Biggs & Collis, 1972
Surface and Deep learning

27. An over emphasis on 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 Phase 2 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 Phase 2 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 of learning

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 of learning
Problem based
learning

35. 1.

36. 1.
2. From student to teacher

37. 1.
From student to teacher
How am I going?
Where to next?
2.
3.

38. 1.
From student to teacher
How am I going?
Where to next?
The value of not knowing
2.
3.
4.
.

39. Move from Narrow Excellence
to a Defensible Basket of Goods
PISA + PIRLS

40. Move from Narrow Excellence
to a Defensible Basket of Goods
PISA + PIRLS
Human Development
Health
Equal Opportunity
Safety & Security
Governance
Innovation
Quality of Life

41. Move from narrow excellence
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’s growth 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 heat map
Visible Learning in the
Visible Classroom aiming for
Surface, Deep & Transfer
based on
A learning heat map

44. An education worth having:
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 inviting places 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 learning in
action