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VISIBLE LEARNING A synthesis of over 800 meta-analyses relating to achievement John Hattie   Chapter 3 Gerry Sozio St Mary...
<ul><li>John Hattie is Professor of Education at the University of Auckland, New Zealand. </li></ul><ul><li>15 years resea...
Ch3: The Argument   Visible Teaching & Visible Learning <ul><li>It is teachers seeing learning through the eyes of student...
What Teachers do Matters <ul><li>The act of teaching requires deliberate interventions to ensure that there is cognitive c...
<ul><li>A safe environment is an environment where error is welcomed and fostered. </li></ul><ul><li>To facilitate such a ...
<ul><li>Passion reflects the thrills as well as the frustrations of learning. </li></ul><ul><li>It requires more than cont...
Visible Teaching <ul><li>Teaching and Learning are visible in the classrooms of the successful teachers and students. </li...
<ul><li>The teacher must know when to experiment and learn from the experience, learn to monitor, seek and give feedback; ...
<ul><li>Education is more than teaching people to think – it is also teaching people things that are worth learning. </li>...
Teachers  <ul><li>Clear learning intentions </li></ul><ul><li>Challenging success criteria </li></ul><ul><li>Range of lear...
Students <ul><li>Understand learning intentions </li></ul><ul><li>Are challenged by success criteria </li></ul><ul><li>Dev...
Hattie’s Questions <ul><li>How do I know this is working? </li></ul><ul><li>How can I compare this with that? </li></ul><u...
<ul><li>Where is the evidence that shows this is superior to other programs? </li></ul><ul><li>Where have you seen this pr...
The Six Factors <ul><ul><li>The child </li></ul></ul><ul><ul><li>The home </li></ul></ul><ul><ul><li>The school </li></ul>...
Barometer of Effectiveness <ul><li>Greater than 0.4 = Zone of desired effects </li></ul><ul><li>0.15 to 0.4 = Teacher effe...
Rank these 11 effects:   <ul><li>Reducing disruptive behavior in the class </li></ul><ul><li>Feedback </li></ul><ul><li>Ac...
Rank these 11 effects: Answers <ul><li>Reducing disruptive behavior in the class .86 </li></ul><ul><li>Feedback .72 </li><...
The Disasters <ul><li>Mobility (shifting schools) -0.34 </li></ul><ul><li>Retention -0.16 </li></ul><ul><li>Television -0....
The Well Belows <ul><li>Distance education 0.09 </li></ul><ul><li>Ability grouping 0.11 </li></ul>
Not Worth It Yet <ul><li>Extra-curricula programs 0.17 </li></ul><ul><li>Family structure 0.18 </li></ul><ul><li>Class siz...
Typical Average Teacher Territory <ul><li>Finances 0.23 </li></ul><ul><li>Summer school 0 .23 </li></ul><ul><li>Mainstream...
Close to Average <ul><li>Principals/school leaders on student </li></ul><ul><li>achievement 0.30 </li></ul><ul><li>Ability...
Average <ul><li>Enrichment on gifted 0.39 </li></ul><ul><li>Integrated curriculum programs 0.39 </li></ul><ul><li>Self-con...
Getting There <ul><li>Questioning 0.49 </li></ul><ul><li>Concept mapping 0.52  “development of graphical representations o...
Let’s Have Them <ul><li>Parental Involvement 0.55 </li></ul><ul><li>Peer tutoring 0.55 </li></ul><ul><li>Goals - challengi...
Exciting <ul><li>Direct instruction 0.59 </li></ul><ul><li>Time on task 0.59  “Increasing allocated time, without increasi...
The Winners <ul><li>Self-report grades 0.44 </li></ul><ul><li>Quality of teaching 0.77 </li></ul><ul><li>Prior achievement...
Various Influences <ul><li>Teacher  </li></ul><ul><li>Curricula  </li></ul><ul><li>Teaching  </li></ul><ul><li>Student  </...
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Visible Learning

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A powerpoint presentation based on the book "Visible Learning" written by John Hattie.

Published in: Education
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Visible Learning

  1. 1. VISIBLE LEARNING A synthesis of over 800 meta-analyses relating to achievement John Hattie Chapter 3 Gerry Sozio St Mary Star of the Sea College Wollongong
  2. 2. <ul><li>John Hattie is Professor of Education at the University of Auckland, New Zealand. </li></ul><ul><li>15 years research and synthesises over 800 meta-analyses relating to the influences on achievement in school-aged students. </li></ul><ul><li>Builds a story about the power of teachers and of feedback, and constructs a model of learning and understanding. </li></ul>
  3. 3. Ch3: The Argument Visible Teaching & Visible Learning <ul><li>It is teachers seeing learning through the eyes of students; and students seeing teaching as the key to their ongoing learning. </li></ul>
  4. 4. What Teachers do Matters <ul><li>The act of teaching requires deliberate interventions to ensure that there is cognitive change in the student. The key ingredients are: </li></ul><ul><ul><li>Awareness of the learning intentions </li></ul></ul><ul><ul><li>Knowing when a student is successful </li></ul></ul><ul><ul><li>Having sufficient understanding of the student’s understanding </li></ul></ul><ul><ul><li>Know enough about the content to provide meaningful and challenging experiences </li></ul></ul>
  5. 5. <ul><li>A safe environment is an environment where error is welcomed and fostered. </li></ul><ul><li>To facilitate such a learning environment, to command a range of learning strategies and to be aware of the pedagogical means to enable the student to learn requires dedicated, passionate people. </li></ul>
  6. 6. <ul><li>Passion reflects the thrills as well as the frustrations of learning. </li></ul><ul><li>It requires more than content knowledge, acts of skilled teaching or engaged students to make the difference – it requires a love of the discipline being taught. </li></ul>
  7. 7. Visible Teaching <ul><li>Teaching and Learning are visible in the classrooms of the successful teachers and students. </li></ul><ul><li>Teaching and Learning are visible in the passion displayed by the teacher and learner when successful learning and teaching occurs. </li></ul>
  8. 8. <ul><li>The teacher must know when to experiment and learn from the experience, learn to monitor, seek and give feedback; and know to try alternate learning strategies when others do not work. </li></ul><ul><li>The more the student becomes the teacher and the teacher becomes the learner, then the more successful are the outcomes. </li></ul>
  9. 9. <ul><li>Education is more than teaching people to think – it is also teaching people things that are worth learning. </li></ul>
  10. 10. Teachers <ul><li>Clear learning intentions </li></ul><ul><li>Challenging success criteria </li></ul><ul><li>Range of learning strategies </li></ul><ul><li>Know when students are not </li></ul><ul><li>progressing </li></ul><ul><li>Providing feedback </li></ul><ul><li>Visibly learns themselves </li></ul>
  11. 11. Students <ul><li>Understand learning intentions </li></ul><ul><li>Are challenged by success criteria </li></ul><ul><li>Develop a range of learning strategies </li></ul><ul><li>Know when they are not progressing </li></ul><ul><li>Seek feedback </li></ul><ul><li>Visibly teach themselves </li></ul>
  12. 12. Hattie’s Questions <ul><li>How do I know this is working? </li></ul><ul><li>How can I compare this with that? </li></ul><ul><li>What is the merit and worth of this influence on learning? </li></ul><ul><li>What is the magnitude of the effect? </li></ul><ul><li>What evidence would convince you that you are wrong? </li></ul>
  13. 13. <ul><li>Where is the evidence that shows this is superior to other programs? </li></ul><ul><li>Where have you seen this practice installed so that it produces effective results? </li></ul><ul><li>Do I share a common conception of progress? </li></ul>
  14. 14. The Six Factors <ul><ul><li>The child </li></ul></ul><ul><ul><li>The home </li></ul></ul><ul><ul><li>The school </li></ul></ul><ul><ul><li>The curricula </li></ul></ul><ul><ul><li>The teacher </li></ul></ul><ul><ul><li>The approaches to teaching </li></ul></ul>
  15. 15. Barometer of Effectiveness <ul><li>Greater than 0.4 = Zone of desired effects </li></ul><ul><li>0.15 to 0.4 = Teacher effects </li></ul><ul><li>0 to 0.15 = Developmental effects </li></ul><ul><li>Less than 0 = Reverse effects </li></ul>
  16. 16. Rank these 11 effects: <ul><li>Reducing disruptive behavior in the class </li></ul><ul><li>Feedback </li></ul><ul><li>Acceleration of gifted students </li></ul><ul><li>Reading Recovery </li></ul><ul><li>Integrated curriculum programs </li></ul><ul><li>Homework </li></ul><ul><li>Individualized instruction </li></ul><ul><li>Ability grouping </li></ul><ul><li>Open vs. traditional classes </li></ul><ul><li>Retention (holding back a year) </li></ul><ul><li>Shifting schools </li></ul>
  17. 17. Rank these 11 effects: Answers <ul><li>Reducing disruptive behavior in the class .86 </li></ul><ul><li>Feedback .72 </li></ul><ul><li>Acceleration of gifted students .60 </li></ul><ul><li>Reading Recovery .50 </li></ul><ul><li>Integrated curriculum programs .40 </li></ul><ul><li>Homework .30 </li></ul><ul><li>Individualized instruction .20 </li></ul><ul><li>Ability grouping .10 </li></ul><ul><li>Open vs. traditional classes .00 </li></ul><ul><li>Retention (hold back a year) -.16 </li></ul><ul><li>Shifting schools -.34 </li></ul>
  18. 18. The Disasters <ul><li>Mobility (shifting schools) -0.34 </li></ul><ul><li>Retention -0.16 </li></ul><ul><li>Television -0.14 </li></ul><ul><li>Summer vacation -.09 </li></ul>
  19. 19. The Well Belows <ul><li>Distance education 0.09 </li></ul><ul><li>Ability grouping 0.11 </li></ul>
  20. 20. Not Worth It Yet <ul><li>Extra-curricula programs 0.17 </li></ul><ul><li>Family structure 0.18 </li></ul><ul><li>Class size 0.21 </li></ul>
  21. 21. Typical Average Teacher Territory <ul><li>Finances 0.23 </li></ul><ul><li>Summer school 0 .23 </li></ul><ul><li>Mainstreaming 0.28 </li></ul><ul><li>Exercise/relaxation 0.28 </li></ul>
  22. 22. Close to Average <ul><li>Principals/school leaders on student </li></ul><ul><li>achievement 0.30 </li></ul><ul><li>Ability grouping for gifted students 0.30 </li></ul><ul><li>Homework 0.31 </li></ul><ul><li>Teacher positive expectations 0.37 </li></ul>
  23. 23. Average <ul><li>Enrichment on gifted 0.39 </li></ul><ul><li>Integrated curriculum programs 0.39 </li></ul><ul><li>Self-concept on achievement 0.43 </li></ul><ul><li>Frequent/effects of testing 0.46 </li></ul><ul><li>Early intervention 0 .47 </li></ul><ul><li>Motivation on learning 0.48 </li></ul>
  24. 24. Getting There <ul><li>Questioning 0.49 </li></ul><ul><li>Concept mapping 0.52 “development of graphical representations of the conceptual structure of the content to be learned” </li></ul><ul><li>Peer influences 0.53 </li></ul>
  25. 25. Let’s Have Them <ul><li>Parental Involvement 0.55 </li></ul><ul><li>Peer tutoring 0.55 </li></ul><ul><li>Goals - challenging 0.56 </li></ul><ul><li>Mastery learning 0.57 </li></ul><ul><li>Home environment 0.57 </li></ul><ul><li>Providing worked examples 0.57 </li></ul>
  26. 26. Exciting <ul><li>Direct instruction 0.59 </li></ul><ul><li>Time on task 0.59 “Increasing allocated time, without increasing productive time, is unlikely to improve educational performance.” </li></ul><ul><li>Study skills 0.59 </li></ul><ul><li>Acceleration of gifted 0.60 </li></ul>
  27. 27. The Winners <ul><li>Self-report grades 0.44 </li></ul><ul><li>Quality of teaching 0.77 </li></ul><ul><li>Prior achievement 0.73 </li></ul><ul><li>Teacher-student relationships 0.72 </li></ul><ul><li>Feedback 0.72 </li></ul><ul><li>Creativity programs 0.70 </li></ul>
  28. 28. Various Influences <ul><li>Teacher </li></ul><ul><li>Curricula </li></ul><ul><li>Teaching </li></ul><ul><li>Student </li></ul><ul><li>Home </li></ul><ul><li>School </li></ul>

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