what teachers are teaching and what students are learning student achievement increases Grounding Recall the teachers who truly made a difference to you when you were in school ID: 631185
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Slide1
Visible Learning
Teaching and learning are “VISIBLE”- that is, when it is clear
what
teachers are
teaching and
what
students are learning, student achievement increases.Slide2
Grounding
Recall the teachers who truly made a difference to you when you were in school.
Have a conversation with your table group.
Share
out a favorite story from your group.Slide3
Agenda
Overview
of Visible LearningBarometer of Effectiveness
Rank instructional strategies
Influences
on student learning
ReflectionsSlide4
Visible Learning
John Hattie author of Visible Learning And
Visible Learning For TeachersSlide5
What is Visible Learning?
Visible Learning is the result
of John Hattie’s 15 year research project
and
a synthesis of
over 800
meta-
analyses*
(
over 50,000 studies) relating to the influences on achievement in school-aged students. It presents the largest ever collection of evidence-based research into what actually works in schools to improve learning (and what
doesn't).
*thinking
about my
thinking “how do I learn the best?” Slide6
What is Visible Learning?
According John Hattie…
Teachers have to begin planning with the END in mind T
eachers becoming evaluators
of their own teaching
.
Making
teaching
visible to the student as
well, so
that students learn to become their own teachers, an important component of becoming lifelong
learners.
There
are
practices that we know are effective in
the classroom,
and there are practices that we know are not. We
do
know what works
.
Focus on the
factors that have the greatest impact on learning.
Slide7
S
ix
signposts to effective teaching and learning.
Teachers are
the most
powerful influences in learning.
Teachers need to be directive,
caring
, and actively
engaged
in the process of teaching and learning.
Teachers need to be aware of
what students have understood and to construct meaningful experiences from this. They also need to have sufficient subject knowledge to provide meaningful and appropriate feedback to enable every student to move progressively through curriculum levels.Slide8
Six signposts to effective teaching and learning.
Teachers and students need to understand the teaching/learning path: Where are you going? How are you going and "Where
to go
next?
It is not knowledge or ideas, but it
is the learner's construction of this knowledge and ideas that is critical.
Leaders and
teachers need to create environments in which
ERROR
is welcomed as a learning opportunity and
learners
feel safe
to explore
knowledge and understanding.Slide9
Teacher in a Visible Learning Room
Clear
learning intentionsChallenging success criteriaRange of teaching
strategies
Creates problem-solving learning opportunities
Know when students are
not progressing
Provide feedback
Deep understanding about how their students learn bestSlide10
Teacher in a Visible Learning Room
Clear
learning intentionsChallenging success criteriaRange of teaching
strategies
Creates problem-solving learning opportunities
Know when students are
not progressing
Provide feedback
Deep understanding about how their students learn bestSlide11
Students
in a Visible Learning RoomUnderstand learning intentions
Are challenged by success criteriaDevelop a range of learning strategies
Know
when they are not progressing
Seek
feedback
Visibly
teach themselvesSlide12
Visible Learning
Activity:
On your own, write down the influences that you think have impacted student achievement in your classroom. As a team, discuss and chart the influences that have impacted student achievement in your grade level. Slide13
Barometer of Effectiveness
Greater than 0.4 = Zone of desired effects0.15 to 0.4 = Teacher effects
0 to 0.15 = Developmental effectsLess than 0 = Reverse effectsSlide14
Rank these 11 effects:
Acceleration FeedbackDirect Instruction
Small group learning Integrated curriculum programs
Homework
Individualized
instruction
Ability
grouping
Open vs. traditional classes
Retention (holding back a year)
Shifting schoolsSlide15
Answer…
Acceleration 0.88
Feedback 0.73Direct Instruction 0.59
Small group learning 0.49
Integrated
curriculum programs 0.39
Homework 0.29
Individualized
instruction 0.23
Ability
grouping 0.12
Open
vs. traditional classes
0.01
Retention
(holding back a year) -0.16
Shifting
schools -0.34Slide16
The Disasters
Shifting schools -0.34Retention -0.16
Television -0.14Summer vacation -.09Slide17
The Well-
Belows
Distance education
0.09
Ability grouping 0.11Slide18
Not Worth It
Extra-curricula programs 0.17Family structure
0.18Class size 0.21Slide19
Close to Average
Ability grouping for gifted students 0.30Homework 0.31
Simulations 0.33Slide20
Average
Enrichment of gifted 0.39Integrated curriculum programs 0.39Self
-concept on achievement 0.43Frequent/effects of testing 0.46Early intervention 0.47
Motivation
on learning 0.48Slide21
Almost There
Small Group Learning 0.49Concept mapping 0.57Peer influences 0.53Slide22
Pretty Close!
Parental involvement 0.55Peer tutoring 0.55
Goals – challenging 0.56Mastery learning 0.57Home
environment 0.57
Providing
worked examples 0.57Slide23
Exciting
Direct instruction 0.59Time
on task 0.59Study skills 0.59
Acceleration of gifted 0.60Slide24
The Winners
Self-reported grades 1.44Piagetian programs 1.28Providing
formative evaluation 0.90Acceleration 0.88Classroom
behavioral 0.80
Comprehensive
interventions for learning disabled
students
0.77
Teacher
clarity 0.75
Reciprocal
teaching 0.74
Feedback
0.73
Teacher
-Student relationships 0.72Slide25
Influences on Student Learning
With a partner discuss these nine factors that influence student achievement Place them in order of how great you think their positive
influence is (on average) Discuss why they might have this effect
(5 minutes)Slide26
Influences on Student Learning
Expectations Mastery Learning
Homework Challenge of Goals
Feedback
Class
size
Ability
Grouping
Peer
Tutoring
Teacher
-Student RelationshipsSlide27
Influences on Student Learning
Effect SizeFeedback 0.73Teacher
-Student Relationships 0.72Mastery Learning 0.58Challenge
of Goals 0.56
Peer
Tutoring 0.55
Expectations
0.43
Homework
0.29
Class
size 0.21
Ability Grouping 0.12Slide28
Effect Sizes for 8 Teacher-Student
Relationship Variables…
1. Non-directivity
0.74
2. Empathy
0.68
3. Warmth
0.68
4. Encouragement of higher order thinking
0.60
5. Encouraging learning
0.48
6. Adapting to Learning
0.41
7. Genuineness
0.29
8. Learner-centered beliefs 0.10Slide29
Table
TalkGiven
these four strategies, for you, what is the most important point? Mastery Learning
Expectations
Setting
goals
Student
-teacher relationshipsSlide30
When teachers
SEE learning through the eyes of the studentand
When students SEE themselves as their own teachers.
Visible Learning –Teaching
Learning