Miki-Making+Learning+Visible

March 28, 2011 Making Learning Visual John Hattie, University of Melbourne, Australia Jhattie@unimelb.edu.au

Visible Learning: A Synthesis of Over 800 Meta-Analysis in Education

He wondered about the Influences on Achievement. It didn't make sense to him that everything teachers/school were doing worked and achievement is not going up.

He conducted a meta study of the influences on student achievement and placed the impact on a continuum from 0 - 1.

The normal increase on student achievement, doing what we are doing now is .4 He says that we should constantly strive to get beyond the .4. 95-98 of what we do increases achievement. Politics spends so much time and $ on influences that have a minor impact of student achievement such as reducing class size which only has a .2 impact on achievement. A .2 impact is less than the norm. He suggests that we, educators and schools focus on those influences with the greatest impact. And of course, we need to be implementing at a deep level to get greatest impact.

The norm .4 is advancing achievement 9 months Do teachers know the impact you are having on students? The benchmark is .4. If teachers are getting >.4 then what are they doing?

It is NOT the teacher that makes the difference, it is what the teacher thinks about that makes a difference in achievement. The biggest source of variance is the teachers. It does not matter what school students go to, it matters who their teacher is!

Retention has a -.16 impact

An Instructional Leader has a .6 impact

TOP TEN influences on student achievement
 * 1: (high) student expectations. 1.44
 * 2: Piagetian programs. 1.28 (? not sure what this is)
 * 3: Providing formative evaluation (to the teacher) .90
 * 4: Micro teaching .88
 * 5: Acceleration .88
 * 6: Classroom behaviors .80
 * 7: Comprehensive Interventions for learning disabled st. .77
 * 8: Teacher Clarity .75 (Learning Intentions and Success criteria are clear!)
 * 9: Reciprocal teaching .74
 * 10: Feedback .70

(Many teachers take challenge out of the equation . . . )
 * 1) 34 Challenging goals

When teachers SEE learning through the eyes of the st. And when students SEE themselves as their own teachers. Lifelong learning is when you become your own teacher

Mind frame 1: A disposition to asking. . . How do I know this is working. How can I compare this with that? What is the merit and worth of this influence on learning? What is the magnitude of the effect? What evidence would convince you that you are wrong? Where have you seen this practice installed so that you know you are making a difference?

Mind Frame 2: Don't blame kids

Mind Frame 3: Achievement can be changed & enhanced Teachers as activator have a .6 impact on achievement vs Teachers as facilitator have a .17

Mindframe 4: Mindset on feedback should be about what to do next, feedback depends upon where ch is in the learning cycle. Wrong feedback does not have any impact. What makes feedback valuable is when it is given, where the ch is in the learning. Research showed a Difference between st and t reponse to giving feedback Most teachers believe that feedback Is about correcting. . . Students believe feedback is about telling them what they need to do next. . . Going forward

Mind frame 5: Assessment as feedback to teachers/leaders Who did you teach well? Feedback should be about the learning, not the teaching. .

Mindset 6: Challenge or "Do Your Best" Maintain the challenge Power of learning Intentions (expectations) Power of success criteria: Clear targets!

Mind frame 7: Dialogue vs Monologue How do we get the conversation going? Multi-way

Mind frame 8: It's about Relationships in classrooms "knowing students" When teachers reflect on what st. are learning rather than what students are doing.

Clear learning intentions Challenging succss criteria Develop a range of instructional strategies Know when they are not progressing

Reflection: This was also one of the BEST sessions! I think he is saying that we really need to focus on the impact teaching has on student learning. How do we know/make visible the learning that is going on in classrooms/schools? He has a list of the top 100 things that make a difference in student achievement. (Took pictures, but turned out blurry. I will attempt to compile his list. It may be in his book.) I think there are huge implications in his research about what teachers, leaders, schools could/should focus on to make a greater impact on student learning. I think as Ka Pi'ina and school leadership are planning the performance evaluation cycles and teacher supports, that we want to make sure that we are using some of this research data to increase teacher impact on student achievement and design PD around those things that have the potential to have greater impact. I really would love to read his book, I think. . . if it's not too data focused. (Great, Passionate speaker, but difficult to understand because of his accent. He and Doug Reeves have some upcoming PD through the Leadership and Learning Center.)