Area 1: High-Effect Size Instructional Strategies
In this area, you will dig deep on the work of Dr. John Hattie, who has published several books focused on summarizing instructional strategies that work. His meta-analyses are considered definitive by many on what works (and what doesn't) in classrooms today.
Remember to jot down your notes in the organizer.
1. Watch the Video
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 ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects.
Hattie 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 “What works best in education?”
2. Surface, Deep, and Transfer Learning
"What and when are equally important when it comes to instruction that has an impact on learning.
Approaches that facilitate students' surface-level learning do not work equally well for deep learning, and vice versa.
Matching the right approach with the appropriate phase of learning is the critical lesson to be learned."
- Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)
Surface learning does not mean superficial learning. Rather, surface learning is a time when students initially are exposed to concepts, skills, and strategies. Surface learning is critical because it provides a foundation on which to build as students are asked to think more deeply.
We define deep learning as a period when students consolidate their understanding and apply and extend some surface learning knowledge to support deeper conceptual understanding . . . We think of this as a 'sweet spot' that will often take up more instructional time, but can be accomplished only when students have the requisite knowledge to go deeper.
Transfer learning [is] the point at which students take their consolidated knowledge and skills and apply what they know to new scenarios and different contexts. It is also a time when students are able to think metacognitively, reflecting on their own learning and understanding.
Source: Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)
3. Exploring HES Instructional Strategies
Want to maximize student growth? Select instructional strategies that work best for different phases of learning.
Foundation/Core Strategies
Strategies that you can use anytime, regardless of learning intention or what phase of learning your students are in.
Teacher Credibility (1.09)
Success Criteria (.88)
Teacher Clarity (.76)
Feedback (.64)
Example: Spaced vs Massed Practice + Retrieval or Practice Testing
Spaced vs Massed Practice has us space out over time the intervals when we study information. This ensures that significant learning occurs. Combined with retrieval practice, you can make long-term memory connections for new information. Flashcards, practice problems, and writing prompts can improve learning. Learn more here.
Surface Learning
Content focused. This is where students learn ideas/vocabulary/procedural skills, and explore concepts. Introduce students to concepts, skills, and/or strategies.
SOLO Taxonomy: Uni/Multi-Structural
Student has a lack of understanding or knowledge of concept. Or, student has an idea of what it is but not what to do with it or how it connects to other ideas.
Example: Vocabulary Programs
One of the oldest findings in educational research is the strong relationship between vocabulary knowledge and reading comprehension. Word knowledge is crucial to reading comprehension and determines how well students will be able to comprehend the texts they read" (Source: Visible Learning for Literacy).
Frayer Model
Semantic Map
Concept Sorts
Deep Learning
Relationship in and among content. Students consolidate their understanding, applying and extending surface learning after building requisite knowledge.
SOLO Taxonomy: Relational Level
Student can link ideas together to see the big picture.
Jigsaw Method (1.20)
Classroom Discussion (.82)
Reciprocal Teaching (.74)
Concept Mapping (.64)
Metacognition Strategies (.58)
Example: Reciprocal Teaching
"A deep learning, instructional strategy which aims to foster better reading comprehension and to monitor students who struggle with comprehension. The strategy contains four steps: summarizing, questioning, clarifying, and predicting.
It is “reciprocal” in that students and the teacher take turns leading a dialogue about the text in question, asking questions following each of the four steps.
The Reciprocal Teaching Treatment
Want to see dramatic results in your students? Use reciprocal teaching at least three times per week for three months.
The creators of the Reciprocal Teaching strategy, Ann Palincsar and Ann Brown (1984, 1986) for just 15-20 days, assessment of students’ reading comprehension increase from thirty percent to seventy to eighty percent.
All four strategies need to be used in each 15 to 30 minute session to obtain best results. Learn more.
Transfer Learning
Transfer of newly learned skills to novel situations or tasks.
SOLO Taxonomy: Extended, Abstract Level
Student can look at ideas in new and different ways.
Transfer Strategies (.86)
Problem-Solving Teaching (.68)
Service Learning (.58)
Peer Tutoring (.53)
Example: Strategy to Integrate with Prior Knowledge
"The argument is that readers who establish more connections between a text and their prior knowledge produce stronger situation models, or cognitive maps of a given state of affairs. This situation model, in turn, is aimed to improve comprehension and recall." Gain these benefits when encouraging students to 1) Acquire, record, organize, synthesize, remember information; 2) Skim, identify relevant information, take notes; 3) Study materials for a test
Ready to see other digital tools and how the align to high-effect size instructional strategies?
Expert Discussion Question
