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A quick summary ie how you get a 400 page book that explores 800+ meta-analyses of educational research into student achievement, all in 7 minutes…

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Presentation on theme: "A quick summary ie how you get a 400 page book that explores 800+ meta-analyses of educational research into student achievement, all in 7 minutes…"— Presentation transcript:

1 A quick summary ie how you get a 400 page book that explores 800+ meta-analyses of educational research into student achievement, all in 7 minutes…

2 Gonski report Performance pay – linked to achievement YET AGAIN!! How do we measure performance? Test based? Against what criteria? What markers? And discriminators? School success vs individual AYP??

3 This little session will raise more questions than it answers. And for those of you who have been teaching for a while youre going to say yeah yeah yeah, why is what Hatties saying any different??

4 Quick straw poll… ask the people around you…

5 So what is the typical effect across 800+ meta-analysis 50,000 studies, and 200+ million students? The typical influence on achievement

6 +0.4< If you want to know what that means – read the book (Ive got 6.30 left…)

7 The disasters...

8 Low to middlin

9 The winners...

10 the more transparent the teacher makes the learning goals, then the more likely the student is to engage in the work needed to meet the goal. Transparent goals the more the student is aware of the criteria of success, then the more the student can see the specific actions that are needed to attain these criteria Success criteria the more there is feedback about progress from prior to desired outcomes the more positive attributes to learning are developed Rapid formative feedback

11 The teaching practices that lead to confident learners This is not a step-by-step program but about a series of strategies and mindframes that will make that impact

12 MINDFRAME 1 of 8 Teachers/leaders as evaluators 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 it produces effective results?

13 Dont blame the kids!! Social class/ prior achievement is surmountable All students can be challenged Strategies not styles Develop high student expectations Enhance help seeking Develop assessment-capable students The power of developing peer interactions The power of critique/error/feedback Self-regulations and seeing students as teachers Look at the research on 90/90/90 schools MINDFRAME 2 of 8 - its about the teachers /leaders mindset, not the kids

14 Achievement can be changed & enhanced vs it is immutable & fixed Look at students as individuals who can change, dont use bands etc as your markers Teaching as an enabler not a barrier The power of learning intentions The power of success criteria Achievement can be changed & enhanced vs it is immutable & fixed Look at students as individuals who can change, dont use bands etc as your markers Teaching as an enabler not a barrier The power of learning intentions The power of success criteria MINDFRAME 3 of 8 teachers/leaders as CHANGE AGENTS

15 An active teacher, passionate for their subject and for learning, a change agent OR A facilitative, inquiry or discovery based provider of engaging activities Edubabble? - The contrasts

16 Activator or Facilitator? An activator Reciprocal teaching Feedback Teaching students self-verbalization Meta-cognition strategies Direct instruction Mastery learning Goals –challenging Frequent / effects of testing Behavorial organizers A facilitator Simulations and gaming Inquiry base teaching Smaller class sizes Individualised instruction Problem-based learning Different teaching for boys and girls Web-based learning Whole Language Reading Inductive Teaching

17 Activator or Facilitator? An activator Reciprocal teaching Feedback Teaching students self-verbalization Meta-cognition strategies Direct instruction Mastery learning Goals –challenging Frequent / effects of testing Behavorial organizers ES A facilitator Simulations and gaming Inquiry base teaching Smaller class sizes Individualised instruction Problem-based learning Different teaching for boys and girls Web-based learning Whole Language Reading Inductive Teaching ES

18 Feedback is information provided by an agent (e.g., teacher, peer, book, parent, self/experience) regarding aspects of ones performance or understanding. MINDFRAME 4 of 8 Teachers/leaders gaining feedback about themselves

19 Who did you teach well, who not so well? What did you teach well, not so well? Where are the gaps, strengths, achieved, to be achieved? Levels and Progress Developing a common conception of progress Use assessment info not to make judegements about your efficacy as a person but what you need to work on as a teacher!! MINDFRAME 5 of 8 AFT = Assessment as feedback to teachers

20 MINDFRAME 6 of 8 Challenge vs do your best Maintain the challenge Kids will invest in challenge if attached to reputation Do your best is a cop-out phrase Power of learning intentions Power of success criteria Maintain the challenge Kids will invest in challenge if attached to reputation Do your best is a cop-out phrase Power of learning intentions Power of success criteria

21 MINDFRAME 7 of 8 Dialogue not Monologue What can I say – we talk too much! 80% of classroom time is estimated as being teacher-talking – needs to be reversed

22 Build trust and rapport Student more than teacher questioning Teacher clarity, support, and Whats next Peer teaching, assessment, learning Its more about the learning than the teaching We dont have to be the experts!! MINDFRAME 8 of 8 Its about not knowing/error: relationships in classrooms The importance of error and not knowing …

23 o How do I know this is working? o How can I compare this with that? o What is the merit and worth of this influence on learning? o What is the magnitude of the effect? o What evidence would convince you that you are wrong? o Where have you seen this practice installed so that it produces effective results? o HOW COME I WAS SUCCESSFUL WITH THOSE KIDS? WHAT IS MY IMPACT? - The ultimate question o Harder to acknowledge success o Got to create a dialogue that asks questions A disposition to asking –

24 Clear learning intentions Challenging success criteria Range of learning strategies Know when students are not progressing Providing feedback Visibly learns themselves What some teachers/leaders do!

25 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

26 where am I going? how am I going (progress)? where to next? The students cant ask the questions unless we teach them how to ask them, that means we need to frame the way we structure our lessons around that sort of immediate feedback

27 This material is not mine!! This material is ALL based on Hatties own presentation on his text Visible Learning, 2008 Routledge; ISBN 13: ; ISBN 10: There is now also Visible learning for teachers (2011) ie Visible learning for dummies – just give us the stuff thats going to work in the classroom…Again, Routledge, ISBN 13: ISBN 10: Three more books are due out soon

28 Other key researchers to look at whose work parallels this includes - Douglas Reeves – Accountability in action (2000) - looking at 90/90/90 schools Larry Ainsworth – Power standards (2003), Unpacking the Standards (2004) Marzano – The science and art of teaching (2007), Classroom instruction that works (2004) All of these guys have stuff online and references to other resources…

29 This is where YOU take over…

30 the more transparent the teacher makes the learning goals, then the more likely the student is to engage in the work needed to meet the goal. Transparent goals the more the student is aware of the criteria of success, then the more the student can see the specific actions that are needed to attain these criteria Success criteria the more there is feedback about progress from prior to desired outcomes the more positive attributes to learning are developed Rapid formative feedback


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