The document discusses a paper titled "Teachers Make A Difference" which aims to establish the profile of an expert teacher. It reviews literature on the influences on student achievement and identifies five dimensions of excellent teachers: identifying essential representations, guiding learning through interactions, monitoring learning and providing feedback, attending to affective attributes, and influencing student outcomes. The key finding is that teachers have the greatest impact on student achievement and expert teachers demonstrate attributes like challenge, deep representation, and feedback.

1. Teachers Make A Difference
What is the research evidence?
John Hattie
University of Auckland
Australian Council for Educational Research
Presented by: Prime Paul C. Cepeda
Silliman University

2. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
Aims/Purpose of the Paper:
The article aims to establish the profile of
an expert and excellent teacher distinct from
that of the experienced or novice one
through a critical review of varied literature
on the variance in student’s
achievement, the major dimensions of an
excellent teacher and through the study
conducted in classrooms of expert teachers.

3. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
Methodology:
Review of studies of the effects of influences
(variance) on student’s achievement
Review of literature on the major dimensions of
excellent teachers and the resulting 16 prototype
attributes of teacher expertise
Actual study involving 65 Middle Childhood
Generalist (or Early Adolescence) in English
Language Arts teachers categorized as
experienced and expert teachers who passed and
failed in the U.S. NBPTS

4. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
Review of Related Literature:
Hierarchical Linear Modelling decomposes the variance
of many influences that affect student’s achievement
into: what the student brings to the task, the
curricula, the policy, the principal, the school climate, the
teacher, the various teaching strategies, and the home.
In a review by Hattie & Jaeger on the distinctions
between expert and experienced teachers and with
interest on the expertise that underpinned the expert
teachers, they identified five major dimensions of
excellent teachers.

5. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
Review of Related Literature:
Schulman (1987)- Experts are more opportunistic
and flexible in their teaching. They take advantage
of new information, quickly bringing new
interpretations and representations of the problem
to light
Larkin (1983); Voss & Post, (1988) - Experts are
more likely to monitor their ongoing solution
attempts, checking for accuracy, and updating or
elaborating problem representations as new
constraints emerge.

6. TEACHERS MAKE A DIFFERENCE
What is the Research Evidence?
Review of Related Literature:
 Cellier et al., (1997) - Expert teachers anticipate
and prevent disturbances from occurring whereas
non-experts tend to correct already existing
disturbances. This is because expert teachers have a
wider scope of anticipation and more selective
information gathering
Swanson et al., (1996). - Expert teachers were
more meticulous in their efforts to adequately check
and test out their hypotheses or strategies

7. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
Key Results/Findings:
The greatest source of variance that can make
the difference in student achievement is the
TEACHER.
The teacher puts into place the end effects of so
many policies, interprets these policies, and who is
with the students during their school hours.
 While content knowledge must be present, it is
more of the pedagogical content knowledge that is
important - that is, the way knowledge is
used in teaching situations.

8. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
Key Results/Findings:
 There are five major dimensions of excellent
teachers. Expert teachers
1) can identify essential representations of
their subject,
2) can guide learning through classroom
interactions,
3) can monitor learning and provide
feedback,
4) can attend to affective attributes, and
5) can influence student outcomes

9. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
Key Results/Findings:
 Expert teachers can be distinguished by
the 5 dimensions mentioned earlier, that
leads to 16 attributes of an expert teacher.
These attributes is not a checklist but a
profile and considered facets of the expert
teacher -there is no one necessary facet nor
the equal presence of all but the
overlapping of many facets into the whole
expert teacher.

10. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
Key Results/Findings:
On the Study:
The differences in the means indicate that there are
reasonably major differences for most attributes.
74% of the work samples of students in the classes of expert
teachers were judged to reflect a level of undertaking that is
Relational or Extended Abstract compared with 29% of the
work samples of non-certified teachers
 These students exhibit an understanding that is more
integrated, more coherent, and at a higher level of abstraction
than the understanding achieved by other students.
Challenge, Deep Representation, Monitoring and Feedback
are 3 of the 16 attributes that most effectively separated expert
from experienced teachers.

11. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
My Insights:
The article was actually an eye-opener for
me, since I have to be frank about it, I have a very
basic theoretical knowledge on teaching
pedagogy since I am not a BS Education graduate
to begin with. It is very easy to promise to
oneself, the school, and the students to be an
effective and efficient teacher, but the ideas to
begin such undertaking will be very vague if there
are no ideals to live with and strive to achieve.

12. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
My Insights:
 The paper also made a relevant connection with
a previous topic that we had in EDS 111 which is
Mental Representation which is the inherent
capacity of an expert teacher to recognize and
discern the cognitive processes involved in
learning to improve current best practices, and that
with the data and observations that the paper had
observed, expert teachers are in the best position
to take advantage of this.

13. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
My Insights:
The paper made me realize that to
be an expert teacher, one has to
have extensive experience in
teaching pedagogy and theoretical
bases which underpins the scientific
delivery of instruction.

14. TEACHERS MAKE A DIFFERENCE What is the
Research Evidence?
My Insights:
I realized that there is no simple formula to
achieve excellent teaching and learning
outcomes
It is good enough that we are constantly in
search for ways and means to attain quality
education through systematic reviews and
scientific research involving actors and
stakeholders

15. TEACHERS MAKE A DIFFERENCE What is the
research Evidence?
My Insights:
 Indeed so much is still desired in coming up with
empirical and tested indicators of excellent
teachers, and excellent teaching, excellent
students, excellent educational
institution, excellent curriculum, etc.
It is important to arrive at critical indicators of the
excellent standard as bases for teacher
development and training/student learning
programs
 But what is important is that the greatest factor
that can make the difference is in our hands as
TEACHER