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John Hattie's extensive research into what works best in education is something that all educators will find helpful and worth being familiar with.
John Hattie's extensive research into what works best in education is something that all educators will find helpful and worth being familiar with.
This session will provide an introduction to what his research found and how best to implement it in the classroom.
This session will provide an introduction to what his research found and how best to implement it in the classroom.
Ready to Explore?
Ready to Explore?
Wait, wait, before we get started!! Let's take a moment to ask ourselves, "How do I feel about research in the classroom?"
Wait, wait, before we get started!! Let's take a moment to ask ourselves, "How do I feel about research in the classroom?"
In Today's Session
In Today's Session
- Overview of Hattie's Work
- Stop Doing Things
- High-Effect Size Strategies
- Three Strategies You Can Use Right Away
- Reflection
1. Overview of Hattie's Work
1. Overview of Hattie's Work
“How do you know if what you’re doing in the classroom is effective?”
“How do you know if what you’re doing in the classroom is effective?”
John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). In his ground-breaking study “Visible Learning” he found that the average effect size of all the interventions he studied was 0.40.
John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). In his ground-breaking study “Visible Learning” he found that the average effect size of all the interventions he studied was 0.40.
Therefore, he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question
Therefore, he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question
“What works best in education?”
“What works best in education?”
What Works? What Doesn't?
What Works? What Doesn't?
Let's take a moment to inventory our own awareness of instructional strategies. Take a look at some of the strategies in this Jamboard. With partner(s), take a moment to sort these. There are several panels you can work on.
Let's take a moment to inventory our own awareness of instructional strategies. Take a look at some of the strategies in this Jamboard. With partner(s), take a moment to sort these. There are several panels you can work on.
Want the Answers?
Want the Answers?
Use the Visible Learning MetaX Database - Provides access to research behind instructional strategies.
Use the Visible Learning MetaX Database - Provides access to research behind instructional strategies.
- Strategies with >0.50 effect size merit our attention.
- What are strategies that have the potential to accelerate student growth? Why is that important?
2. Stop Doing Things That Don't Work
2. Stop Doing Things That Don't Work
“We have no right to teach in a way that leads to students gaining less than d= 0.40 within a year,” says John Hattie (shown left).
“We have no right to teach in a way that leads to students gaining less than d= 0.40 within a year,” says John Hattie (shown left).
Mike Bell, author of The Fundamentals of Teaching (shown right), says it this way:
Mike Bell, author of The Fundamentals of Teaching (shown right), says it this way:
"The easiest way to improve learning is to STOP doing things that are shown not to work."
"The easiest way to improve learning is to STOP doing things that are shown not to work."
3. High-Effect Size Strategies
3. High-Effect Size Strategies
Directions: With partner(s), explore the slide deck shown to the left. Use an available 3-2-1 Jamboard below to share the following:
Directions: With partner(s), explore the slide deck shown to the left. Use an available 3-2-1 Jamboard below to share the following:
- Three important ideas about the practice.
- Two examples of how the practice could be used in the classroom or in professional development.
- One question or unresolved point about the practice.
4. Three Strategies You Can Use
4. Three Strategies You Can Use
Ready to set your students (or teachers) up for learning success? Checkout these three powerful strategies:
Ready to set your students (or teachers) up for learning success? Checkout these three powerful strategies:
First, the Jigsaw Method (d=1.20) to analyze multiple chunks of content and discuss them analytically.
Second, use a Classroom Discussion (d=0.82) strategy to assist students gain a deeper conceptual understanding.
Third, Problem-Solving Teaching (d=0.67) to achieve transfer learning.
5. Reflection
5. Reflection
Instructions
Instructions
- Pair Up
- Roll The Dice using one of these free services:
- Share what your dice debrief is in your group
- Discuss with each other
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