1. Impact of Instructional Strategies
School Leadership Team Training

2. John Hattie’s research is based on over 1,137 meta-analyses,
50,000 studies and
260,000,000 students
Purpose: to discover the most positive impacts on student achievement
2 minutes (10:30-10:32)
As we consider what Common Core is asking students to be able to do, our team has heard teachers say “I just don’t have time for {and you can fill in the blank}.” In order for each of us to make the greatest use of the class time that we do have, our team has focused our sessions on the strategies within models of teaching and learning that bring about the greatest effect. The most prominent educational researcher on what impacts student achievement is John Hattie.
John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, and deputy Director of the Science of Learning Research Center. Dr. Hattie spent over 30 years of researching before writing 3 books:
Visible Learning – 2009
Visible Learning for Teachers – 2012
Visible Learning and the Science of How We Learn – 2014
John Hattie’s research is based on … [see slide]

3. Use of Effect Size to discover the most positive impacts
1.0 = 3 year gain
>0.40 = student learning accelerates
= students are on track to learn
a year’s worth of academic
material over the course of
one school year
= no effect on student learning
<0.00 = student learning is
negatively effected
Use of Effect Size
2 minutes (10:32-10:34)
Hattie uses a common metric called effect size as he examines research studies and meta-analyses.
In preparation for these 3 days, we sent you an recommending background pre-reading to prepare you for these sessions. Within that reading, you became familiar with effect size. As of yesterday, 77% of you responded to our Edmodo poll that the concept of effect size was new to you. Over these three days, you will become more familiar both with effect size and those strategies that yield the greatest effects.
I want to set the stage for the first of three short video clips I will be sharing by John Hattie. In this 7 minute clip, Hattie will use 1 topic/strategy to show effect size – and the strategy he uses is class size reduction.
His argument is that almost everything we do as teachers brings about growth in students – very few teaching strategies cause a negative effect. From Hattie’s research over 30 years, he has found that .40 effect size will bring about a year’s growth in learning. Let’s listen to about this clip from one of his presentations where he introduces this concept of Effect Size.
to discover the most positive impacts
on student achievement

4. LINK: http://bit.ly/1dyTC6o
John Hattie speaking on Effect Size
John Hattie
LINK:
7 minutes (10:34-10:41)

5. Concept of Effect Size
“The key to many of the influences above the d = 0.40 hinge-point is that they are deliberate interventions aimed at enhancing teaching and learning.”
– John Hattie Visible Learning for Teachers, p. 17
Almost everything we do improves learning (above “0”)
The average effect size of all Hattie’s studies is 0.4.
Working smarter based on the effect size that makes a profound difference
Know the most positive impacts on student learning based on research
Evidence from the students’ growth should provide the impact/proof of the effectiveness.
3 minutes (10:41-10:44)
Let me summarize what we just heard: Virtually everything works – but do we have the effect size that makes a profound difference for student learning?
One may ask: Why is this important? We all have a limited number of hours with students each year and with this lens of effect size, we can concentrate our efforts on strategies that make the greatest impact on student achievement, bringing about the greatest amount of growth.
This does not mean that we choose just one or two strategies and always use them - the strategy needs to fit the context but we need to be mindful to select strategies that will help students achieve at high levels.

6. 2 minutes (10:44-10:46)
READ pages 2 – 3 (through 2nd paragraph)
This graph plots the number of influences described in the research literature in relation to the magnitude of their effect on the desired student outcome. It demonstrates that there are very few influences that decrease student achievement (that is, that have an effect size below 0.00). There is a fairly normal curve of effects, with about half above 0.40 (the green zone) and half below (the yellow zone). The key to improvement in education is for us to explain the influences above and below this average.
As the figure shows, many teachers and schools are already in the green zone, selecting strategies that have an above-average impact on student outcomes. Our purpose is to understand this above-average effect and to invite all educators into this zone. For teachers and schools already in the green zone, then all we need to do is give them the permission to keep doing what they are doing, understand how they think and what they do, and value and privilege them as part of the coalition of success in education.

7. Partners: Rank these 10 effects based on Hattie’s Research
Reciprocal teaching
Feedback
Student-teacher relationships
Ability grouping
Retention (hold back a year)
Concept mapping
Academic discourse
Cooperative learning
Homework (middle/high)
Individualized instruction
4 minutes (10:46-10:50)
Let’s have you predict
Rank from greatest effect with a “1” to smallest effect with a “10”. You have 5 minutes to work in small groups at your table.
3 minutes

8. Ranking 10 effects: Answers
G. Academic Discourse .82 B. Feedback .75 A. Reciprocal Teaching .74 C. Student-teacher relationships .72 F. Concept mapping .57 H. Cooperative learning .41 I. Homework (in middle/high school) .29 J. Individualized instruction .22 D. Ability grouping .12 E. Retention (hold back a year) -.16
Go through these from the top to the bottom
4 minutes (10:50-10:54)

9. KEY QUESTION: What strategies have the greatest effect size (impact)
that are aligned with CA State Standards
that will allow us to maximize
the growth of each student?
1 minute (10:54-10:55)
In Visible Learning, Dr. Hattie looks at a wide range of strategies and structures, but we want to narrow our focus to this key question: {read slide}
Change focus from “What works?”
to “What works best?”

10. LINK: http://bit.ly/1gkVRO8
John Hattie speaking on Average Effect Size [0.40]
John Hattie
LINK:
4 minute video – with intro of 1 minute (10:55-11:00)
LINK: (18:35-22:05)
This second video clip is about 4 minutes long and focuses on answering 3 questions posed by this Canadian interviewer:
What was his reason for focusing on average effect size?
What was surprising about his findings?
What was the impact of his research on students of poverty (he uses the term SES)?

11. 2 minutes (11:00-11:02)
As John Hattie discussed in the previous videoclip, we will experience greater student growth if we focus on using instructional strategies that are the average effect size or higher (0.40).
If you look at the back cover of your binder, you will see the instructional strategies and practices (as well as effect size) that we will highlight in the next three days.

12. LINK: http://bit.ly/K8kti2
John Hattie speaking on Components of Instruction
John Hattie
LINK:
4 total minutes (11:02-11:06)
Video link: LINK: 33 seconds
Here’s our 3rd video clip of John Hattie where he briefly outlines the Essence of Good Teaching. It is only 33 seconds, so I will play it twice.
John Hattie explains some essential components of successful teaching that have a high effect size on students of all ages learning.  Learning intentions are crystal clear.
Success criteria is absolutely obvious.
The amount of peer work is dramatic (discussing the task, involvement in the task, peer encouragement, individual and shared success in the task. Challenge is important!
When you achieve in the end, you want to do excel and do it again.

13. Highlight Key Words Share with Partner
“The act of teaching requires deliberate interventions to ensure that there is cognitive change in the student: thus the key ingredients are awareness of the learning intentions, knowing when a student is successful in attaining those intentions, having sufficient understanding of the student’s understanding as he or she comes to the task, and knowing enough about the content to provide meaningful and challenging experiences in some sort of progressive development. …It involves an experienced teacher who knows a range of learning strategies to provide the student when they seem not to understand, to provide direction and re-direction in terms of the content being understood and thus maximize the power of feedback, and having the skill to ‘get out of the way’ when learning is progressing towards the success criteria.”
- John Hattie Visible Learning, p. 23
4 minutes (11:06-11:10)
John Hattie takes the concepts introduced in that short videoclip and goes into more detail in this excerpt from his first book. Please read this quote and highlight/underline the key components.

14. Key Components of Effective Teaching & Learning
Read & Respond:
Key Components of Effective Teaching & Learning
Part 1: Define Components
Part 2: Share with Table
Read one (number off at table):
Deep Learning (page 3)
Deliberate Practice (page 4)
Success Criteria within Learning Intentions (page 5)
Feedback, Teacher-Student Relationships (page 6)
Prior Learning & Expectations (page 7)
Collective Impact & Mind Frames (page 8-9)
Each number shares with the table members the key points from their component.
Table Time Keeper: 2 minutes per number
1 minute to explain
17 minutes at tables
(11:10-11:27)
Spend 5 minutes reading and reflecting on the key phrases or ideas within your component as you prepare to share with your table. Each person will have 2 minutes to introduce a component to the others at the table.
Time Frame
Read: 5 minutes
Share: 12 minutes

15. Key Components of Effective Teaching & Learning
Read & Respond:
Key Components of Effective Teaching & Learning
Part 1: Define Components
Part 2: Share with Table
Read one (number off at table):
Deep Learning (page 3)
Deliberate Practice (page 4)
Success Criteria within Learning Intentions (page 5)
Feedback, Teacher-Student Relationships (page 6)
Prior Learning & Expectations (page 7)
Collective Impact & Mind Frames (page 8-9)
Each number shares with the table members the key points from their component.
Table Time Keeper: 2 minutes per number
1 minute to explain
17 minutes at tables
(11:10-11:27)
Spend 5 minutes reading and reflecting on the key phrases or ideas within your component as you prepare to share with your table. Each person will have 2 minutes to introduce a component to the others at the table.
Time Frame
Read: 5 minutes
Share: 12 minutes

16. Key Components of Effective Teaching & Learning
Read & Respond:
Key Components of Effective Teaching & Learning
Part 1: Define Components
Part 2: Share with Table
Read one (number off at table):
Deep Learning (page 3)
Deliberate Practice (page 4)
Success Criteria within Learning Intentions (page 5)
Feedback, Teacher-Student Relationships (page 6)
Prior Learning & Expectations (page 7)
Collective Impact & Mind Frames (page 8-9)
Each number shares with the table members the key points from their component.
Table Time Keeper: 2 minutes per number
1 minute to explain
17 minutes at tables
(11:10-11:27)
Spend 5 minutes reading and reflecting on the key phrases or ideas within your component as you prepare to share with your table. Each person will have 2 minutes to introduce a component to the others at the table.
Time Frame
Read: 5 minutes
Share: 12 minutes

17. Bringing components together
“For feedback to be received and have a positive effect, we need transparent and challenging goals (learning intentions), an understanding of current status relative to these goals (knowledge of prior achievement), transparent and understood criteria of success, and commitment and skills by both teachers and students in investing and implementing strategies and understandings relative to the goals and success criteria.”
Page 13
Hattie, Masters, Birch. Visible Learning into Action, 2016.

18. 5. Prior Learning & Expectations 6. Collective Impact & Mind Frames
3. Success Criteria
4. Feedback, Relationships
1. Deep Learning
2. Deliberate Practice
3. Learning Intentions

19. How do you evaluate that evidence?
KNOW THY IMPACT
- John Hattie
1 minute (11:27-11:28)
Hattie never says to only use the top 3 strategies with highest impact, but he recommends that we focus on those above .4 so that we work to ensure that EVERY student makes at least one year’s growth per year.
Quote page 3 from Visible Learning in Action: “What is the current impact on the outcomes that are sought for the learners? If this impact is above what is acceptable, then the aim is to continue this practice. If the impact is not yet where it should be, then the aim is to refine, adapt, and change.”
What evidence do you have that you are making an the greatest possible impact?
How do you evaluate that evidence?

20. Know Thy Impact: 3 Parts Nature Magnitude Pervasiveness
Only after these three parts of impact are addressed should we ask about causes and explanations. Too often we rush to an explanation before we have understood our impact. We need to reflect based on evidence.
What impact means in our school
Across subjects, surface & deeper learning
Understanding of progressions & where students are currently
Nature
With good assessment, growth effect sizes can be a valuable tool
How to interpret measures to best inform teacher judgments
Magnitude
Number of students who have had the desired outcome
Have some been left out because they were left behind?
Have some missed out because they had already achieve it?
Pervasiveness
Pages 3-5
Example: do we know what strategies have the greatest impact in mathematics -
Hattie, Masters, Birch. Visible Learning into Action, 2016.

21. Educator knowledge and skills
Impact Cycle
Determining student outcomes: What are my students’ learning needs? What does “impact” mean in this school?
Educator knowledge and skills: What are my learning needs in relation to student needs?
Changed actions: Identifying the required actions and behaviors in planning and implementation
Evaluating impact: Gathering evidence to monitor and evaluate the impact of the teaching on the learning
Renewing the cycle: Planning for “where to next.” Using a range of tools, leaders and teachers gather evidence of their current situation.
Student outcomes?
Educator knowledge and skills
Changed actions?
Impact?
Renewing the cycle
Pages 7-11
Hattie, Masters, Birch.
Visible Learning into Action, 2016

22. Schools establish processes & systems to support the teachers to…
Plan collaboratively,
Develop positive relationships, and
Track the effectiveness of their teaching
Page 16
Hattie, Masters, Birch. Visible Learning into Action, 2016.

23. School systems highlighted in Visible Learning in Action:
Make time for collaboration,
Have regular classroom walkthroughs and observations, and
Engage in evidence-based discussions with teachers about their practice
Page 17
Hattie, Masters, Birch. Visible Learning into Action, 2016.

24. References Visible Learning John Hattie, author
Publisher: Routledge; 2008; ISBN-13:
Visible Learning for Teachers
Publisher: Routledge, 2011; ISBN-13:
Visible Learning into Action
John Hattie, Deb Masters, Kate Birch, authors
Publisher: Routledge, 2016; ISBN-13:
VIDEO LINKS:
(from beginning to 6:10)
(18:35-22:05)
(from beginning to 0:33)