1. What does the Research Say About . . .
POP QUIZ!!!

2. The Rules
In groups, you will be asked to put different educational practices in order from most effective to least effective. You will be given the “Effect Size” of the practices, but not in order. In “effect”, you are matching the practice with the effect size.

3. The Scoring
After each question, the correct answer will be revealed and groups that got it completely correct will earn a point. The group with the highest score at the end of the competition will win the respect and honor of the rest of the group.

4. What does “Effect Size” Mean?
Effect size basically means “How many standard deviations would an average member of the test group be ahead of the average person in the control group.”
This diagram shows an effect size of approximately 1.5 if the dotted line is the test group.

5. What does “Effect Size” Mean?
CLE .5 .2
.56 .4
.61 .6
.66 .8
.71
1.0
.76
1.2
.80
1.4
.84
1.6
.87
1.8
.90
2.0
.92
Effect size can also be used to calculate the probability that a member of the test group will perform better than a member of the control group (called the “Common Language Effect Size”). So, an effect size of 1.2 either means that the strategy will work 80% of the time, with 80% of students, or 80% of the test students outperform the control students.

6. What does “Effect Size” Mean?
Another way to look at it is this:
- A student who drops out of school and grows a year older will achieve an overall effect size of up to 0.15 (developmental effects).
- The best teachers without using any special strategies achieve an effect size of 0.4 (teacher effects).
So, anything less than 0.15 is doing harm to students. Anything higher than 0.4 is accomplishing more than the best teacher possibly could without using that strategy.
When looking for highly successful strategies, we expect an effect size greater than 0.4.

7. What does “Effect Size” Mean?
Instead of using small, medium, or large, Hattie uses Reverse Effects, Developmental Effects, Teacher Effects, and Zone of Desired Effects as below.
Reverse Developmental Teacher Zone of desired effects
Effects Effects Effects

8. Matching #1 1) After School Tutoring 2) Class-Size Reduction
3) Grade Retention
.21
.09
-.16

9. Matching #1 Answers 1) After School Tutoring 2) Class-Size Reduction
3) Grade Retention
This means that between two groups of 100 kids, one who go to tutoring and one who don’t, 53 of the kids who go to tutoring will be above the average (50) of the kids who do not.
So, this really only affected 3 out of 100 kids. Smaller class size helps 6 out of 100 kids. Grade retention hurts kids.
B) .09
.21
C) -.16
Effect Size
CLE .5 .2
.56 .4
.61 .6
.66 .8
.71
1.0
.76
1.2
.80
1.4
.84
1.6
.87
1.8
.90
2.0
.92

10. Matching #2
4) Classroom Management 5) Teacher Ed. Programs 6) Teacher’s Subject Matter Knowledge
.52
.09
.11

11. Matching #2 4) Classroom Management 5) Teacher Ed. Programs
6) Teacher’s Subject Matter Knowledge
This means that if you were to look at test scores and try to guess which teacher had more subject matter knowledge or more teacher ed. classes, you’d be correct about 52% of the time. Random chance would make you correct 50% of the time. Science teachers were a little higher, but still less than 0.4.
.52
.11 B)
Effect Size
CLE .5 .2
.56 .4
.61 .6
.66 .8
.71
1.0
.76
1.2
.80
1.4
.84
1.6
.87
1.8
.90
2.0
.92

12. Matching #3
7) Teacher-Student Relationship 8) Teacher Passion 9) Teaching Test-Taking Skills
.22
.72
.90

13. Matching #3 Answers
7) Teacher-Student Relationship 8) Teacher Passion 9) Teaching Test-Taking Skills
B) .72
C) .90
A) .22
Effect Size
CLE .5 .2
.56 .4
.61 .6
.66 .8
.71
1.0
.76
1.2
.80
1.4
.84
1.6
.87
1.8
.90
2.0
.92
So, if you were to look at pairs of students and guess which one had a passionate teacher, you’d be correct 74% of the time. For guessing which students were in a class with a good relationship to the teacher, you’d be correct about 70% of the time. For guessing which ones had been taught test-taking skills, you’d be correct about 57% of the time.
Or, in a school of 3000, teaching test taking skills will help approximately 210 students score higher, whereas improving teacher-student relationships would help 600.

14. Matching #4
10) Allowing low-performing students to use a calculator in math 11) Allowing average students to use a calculator in math 12) Allowing high performing students to use a calculator in math .3 .2
-.23

15. Matching #4 Answers
10) Allowing low-performing students to use a calculator in math 11) Allowing average students to use a calculator in math 12) Allowing high performing students to use a calculator in math .3 .2
-.23
So, calculators hurt high-performing students and help low-performing students in math. That is somewhat counterintuitive.

16. Matching #5
13) Using Inquiry in Biology 14) Using Inquiry in Chemistry 15) Using Inquiry in Physics
.10
.27
.40

17. Matching #5 Answers
13) Using Inquiry in Biology 14) Using Inquiry in Chemistry 15) Using Inquiry in Physics
.40
.10 B)
Effect Size
CLE .5 .2
.56 .4
.61 .6
.66 .8
.71
1.0
.76
1.2
.80
1.4
.84
1.6
.87
1.8
.90
2.0
.92
So, inquiry works best in biology, as well as a great teacher who doesn’t use inquiry. In chemistry, if you randomly select an inquiry student and a non-inquiry student, 53% of the time, the inquiry student would perform better.
Maybe the more theoretical the science is, the worse Inquiry works?

18. Matching #6
The effect of homework on achievement in: 16) Elementary School 17) Middle School 18) High School
.15
.31
.64

19. Matching #6 Answers
The effect of homework on achievement in: 16) Elementary School 17) Middle School 18) High School
.15
.31
C) .64

20. Matching #7
19) Inquiry-Based Teaching 20) Direct Instruction 21) Problem-Based Learning
.59
.15
.26

21. Matching #7 Answers
Effect Size
CLE .5 .2
.56 .4
.61 .6
.66 .8
.71
1.0
.76
1.2
.80
1.4
.84
1.6
.87
1.8
.90
2.0
.92
19) Inquiry-Based Teaching 20) Direct Instruction 21) Problem-Based Learning C)
.59
.15
This study defines inquiry-based teaching as, “the art of developing challenging situations in which students are asked to observe and question phenomena; pose explanations of what they observe; devise and conduct experiments in which data are collected to support or contradict their theories; analyze data; draw conclusions from experimental data; design and build models; or any combination of these. Such learning situations are meant to be open-ended in that they do not aim to achieve a single “right” answer for a particular question being addressed, but rather involve students more in the process of observing, posing questions, engaging in experimentation or exploration, and learning to analyze and reason.” The effect size for IBT on content learning was .26, on science process was Another study found IBT/content effect to be 0.16 and another found it to be 0.40.
This means that about 58 times out of 100, inquiry-based teaching will have a positive result.

22. What is Direct Instruction
Direct Instruction is defined as:
Determining learning intentions (essential standards)
Determining success criteria (cut scores or rubric)
Build engagement
Teach the lesson with frequent checks for understanding
Practice together
Close the lesson
Students practice independently

23. Similarity to 7-E Lesson Plan
Notice the similarities between DI and 7-E
Learning Standard
Success Criteria
Engage
Teach
Assess
Practice
Close
Independent Practice
Elicit Prior Knowledge
Engage
Explore
Explain
Elaborate
Evaluate
Extend

24. Tie Breaker, Put them Low to High
Overall effect on achievement from: 22) Teaching Strategies 23) Curriculum 24) Teacher Characteristics 25) School 26) Home 27) Student Characteristics
.60
.45
.49
.23
.31
.40

25. Highest
22) Teaching Strategies
24) Teacher Characteristics
23) Curriculum
27) Student Characteristics
26) Home
25) School
Lowest