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John Hattie’s VISIBLE LEARNING

John Hattie’s VISIBLE LEARNING. John Meng 2011 Rooty Hill High School. Professor John Hattie is Director of MGSE, the University of Melbourne. “VISIBLE LEARNING”is the world’s largest evidence-based study into the factors which improve student learning.

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John Hattie’s VISIBLE LEARNING

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  1. John Hattie’s VISIBLE LEARNING John Meng 2011 Rooty Hill High School

  2. Professor John Hattie is Director of MGSE, the University of Melbourne. • “VISIBLE LEARNING”is the world’s largest evidence-based study into the factors which improve student learning. • This book covers 15 years research and synthesises over 800 meta-analyses relating to the influences on achievement in school-aged students.

  3. The Argument: Visible Teaching & Visible Learning It is teachers seeing learning through the eyes of students; and students seeing teaching as the key to their ongoing learning.

  4. What Teachers do Matters The act of teaching requires deliberate interventions to ensure that there is cognitive change in the student. The key ingredients are: • Awareness of the learning intentions • Knowing when a student is successful • Having sufficient understanding of the student’s understanding • Know enough about the content to provide meaningful and challenging experiences

  5. Visible Teaching & Learning • Teaching and Learning are visible in the classrooms of the successful teachers and students. • Teaching and Learning are visible in the passion displayed by the teacher and learner when successful learning and teaching occurs.

  6. 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.

  7. Education is more than teaching people to think – it is also teaching people things that are worth learning.

  8. Teachers should have: • Clear learning intentions • Challenging success criteria • Range of learning strategies • Know when students are not progressing • Providing feedback • Visibly learns themselves

  9. Students • Understand learning intentions • Are challenged by success criteria • Develop a range of learning strategies • Know when they are not progressing • Seek feedback • Visibly teach themselves

  10. The Six Factors • The child • The home • The school • The curricula • The teacher • The approaches to teaching

  11. Barometer of Effectiveness ENHANCE DECREASE • Greater than 0.4 = Zone of desired effects • 0.15 to 0.4 = Teacher effects • 0 to 0.15 = Developmental effects • Less than 0 = Reverse effects 0 0.4

  12. Rank these 11 effects: • Reducing disruptive behavior in the class .86 • Feedback .72 • Acceleration of gifted students .60 • Reading Recovery .50 • Integrated curriculum programs .40 • Homework .30 • Individualized instruction .20 • Ability grouping .10 • Open vs. traditional classes .00 • Retention (hold back a year) -.16 • Shifting schools -.34

  13. The Disasters • Mobility (shifting schools) -0.34 • Retention -0.16 • Television -0.14 • Summer vacation -.09

  14. The Well Belows • Distance education 0.09 • Ability grouping 0.11

  15. Not Worth It Yet • Extra-curricula programs 0.17 • Family structure 0.18 • Class size 0.21

  16. Typical Average Teacher Territory • Finances 0.23 • Summer school 0 .23 • Mainstreaming 0.28 • Exercise/relaxation 0.28

  17. Close to Average • Principals/school leaders on student achievement 0.30 • Ability grouping for gifted students 0.30 • Homework 0.31 • Teacher positive expectations 0.37

  18. Average • Enrichment on gifted 0.39 • Integrated curriculum programs 0.39 • Self-concept on achievement 0.43 • Frequent/effects of testing 0.46 • Early intervention 0 .47 • Motivation on learning 0.48

  19. Getting There • Questioning 0.49 • Concept mapping 0.52 “development of graphical representations of the conceptual structure of the content to be learned” • Peer influences 0.53

  20. Let’s Have Them • Parental Involvement 0.55 • Peer tutoring 0.55 • Goals - challenging 0.56 • Mastery learning 0.57 • Home environment 0.57 • Providing worked examples 0.57

  21. Exciting • Direct instruction 0.59 • Time on task 0.59 “Increasing allocated time, without increasing productive time, is unlikely to improve educational performance.” • Study skills 0.59 • Acceleration of gifted 0.60

  22. The Winners • Self-report grades 0.44 • Quality of teaching 0.77 • Prior achievement 0.73 • Teacher-student relationships 0.72 • Feedback 0.72 • Creativity programs 0.70

  23. Feedback d = 0.73 • Feedback is information provided by an agent about aspects of one’s performance or understanding . • Feedback is most powerful when it is from the students to the teacher.

  24. Hattie’s Model of Feedback

  25. Conclusion • Implementation of ICT in classroom fits in Hattie’s model of feedback. • PDFs created by Adobe Acrobat and Captivate provide great convenience to feed up, feedback and feed forward students. • It would be interesting to collect data and calculate Effect Size of using PDFs.

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