By Jenn David-Lang. Summary of Visible Learning for Teachers: Maximizing Impact on Learning. By John Hattie (Routledge, ). Abridged Text. Full text may. Note, this article refers to John Hattie's book, Visible Learning. You can find an updated summary of his findings here. John Hattie synthesized over. John Hattie is a Professor of Education and Director of the Visible Learning Labs, Visible Learning is the result of 15 years of research into the influences on.
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JOHN HATTIE. VISIBLE LEARNING FOR. TEACHERS. Introduction. “My role as teacher is to evaluate the effect I have on my students”. works best in education. The Visible Learningplus program materials are licensed from the Visible Learning Limited Partnership and Cognition Education Group. Visible Learning is the result of 15 years' research and synthesises over Hattie argues in his book that expert teachers are not wedded to specific ideas.
Relationship building has a high effectiveness for learning. Your email address will not be published. Choose your language.
June 25, at 3: September 12, at 8: September 19, at 2: May 15, at 6: The Power of Fast Feedback says: January 24, at 5: Because anything you say will work. One of our three ministers for education in Victoria goes to bed last night wakes up this morning with a bright idea — it will work! So how do we strive up there? And so how can we constantly ask what is it that gets us to success? Just two slides to give you the extremes. The things that you can actually see and do and touch and legislate.
But if I go to the other end of the scale, you get the stuff that works and its heavily embedded in that third stool [re: Fullan presentation]. Because what I find across the whole range of effect sizes is teacher effects everywhere below and above 0.
The concept is the teacher is the evaluator. In the same way that I want to argue to you this afternoon, that we should be asking about professional development in terms of the evaluation of its impact subsequently on the students. Too often we ask about the impact of the professional development on the teacher. I want to go the next step.
The right problem to me, which is one of the reasons I came to Melbourne that is one of the few that have actually tried to do this, is: And you do totally different things. But there needs to be a corpus of evidence that relates to that impact beyond the satisfaction of the teachers. And the last of my four things here is that the worry I have, is that too often the way it is for teachers and school leaders is that professionalism is defined by their autonomy, in the same way schools like this notion of autonomy.
Linda Bendikson for instance has been working on the nature of principals in struggling schools in comparison to very successful schools. In struggling schools you need quite direct leadership, in non-struggling schools, indirect leadership works. It might have an incredible impact on frustration and the deviation of attention and resources to the wrong thing.
I care about the top and I care about getting more people in that group called the top. So where does professional learning fit all in this? So then let me come specifically to the Charter. And as Lawrence Ingvarson and the ACER team have long argued getting away from evaluating professional learning in terms of whether the tea was warm or the seats were hard.
Can we evaluate it in terms of that kind of impact? Number two, I have this hunch that too often some schools choose professional development learning as they choose their movies. How do we get that more sustained? Now you could tell me that it should and I know it should.
I love the move to collaborative teams, professional learning communities, those kinds of things provided they get beyond building teams. So how do we optimise that power so that we criticise before we teach. Because that clearly articulates to them what success looks like. But how do we get that success criteria up front so that collaborative teams can have a focus to which they move to. And like all good concepts the OTJ acronym is now right throughout the school system and in fact New Zealand is going to an election in the next three weeks and OTJ is a very big part of it.
We asked the teachers to defend their judgements in maths, science, phys ed you name it. Ultimately we want to know what changes, what we want to look at is about how you make judgements about kids and their performance. Now a lot of our teachers dislike this intensely. And I think this is one of the things that professional learning can have a dramatic effect on: I want something excluded, it is just not true that everything works. That is one of your next jobs.
We got 29 of our 30 schools through. There was an incredible attention to having an impact. We are good at that.
So let me look for a moment then at this notion of how I see the research on PD. And what are you doing about it? So what does the PD research say? Its least effect is on kids. And I think that the mission we should be saying here in Australia is thanks to this [the Charter PDF ], is how can we be having that kind of impact as well.
No way! You […]. Homework, class size, gender and motivation are some of the influencers on the list. But according […]. The aim of the study was to analyze as much research as possible to rank the practices that have the biggest effect on student achievement.
While his work has been criticized in some corners, we can still draw a lot from it and it is a […]. Some educationalists go as far as to describe the use of computers in schools as distractions, […]. This also seemed to be the case in Sugata […]. Many of us are familiar with the meta-analysis work of John Hattie looking at structures that impact student learning.
At the top of the list is Student […]. Voici son top […].
As all International Schools know, mobility is often unavoidable, and schools such as ours plan […]. For balance you may […]. Gestion de classe. Check learningStretch learningSupport learning What follows are some approaches to maximise your questioning technique so that you can avoid the tumbleweed that blows past as you ask a question to a whole room of learners.
AfL in Vocational Learning. The Muddiest Point. Formative Assessment. Dylan William Assessment for Learning. Marzano, R. The art and science of teaching. ASCD 4.
We all know the extrinsic motivators that drive students i. Warnings were given about how reliable his research might be […].
Meaningful teacher-student interaction, on the other hand, fills […]. Of the independent variables he has identified, self-assessment ranks third on his list. Analyzing work and really thinking about your thinking is powerful stuff for all learners. Many hours were spent discussing classroom observations and follow through […]. The observation tools were tightly aligned with indicators of high-yield instructional strategies and allow principals to provide immediate, data-driven, focused instructional feedback to teachers […].
Over the years, two sets of research have impacted my beliefs and consequently my actions, around this issue.
His meta-analysis of research http: Feedback is among the most powerful influences on student achievement, so knowing how to best use feedback with athletes appears […]. More difficult for some of us, we also debated whether setting students by ability engenders a fixed mindset, both in the students who found themselves in lower sets, and in the […].
De meta-analyse van John Hattie, onderwijsprofessor aan de University of Auckland, over wat wel en niet werkt in het onderwijs is […]. However, not all reforms are equal in effect size, and so should be […].
Showing that an educational intervention has a positive effect is quite a feeble hurdle to overcome. Retrieved November 09, , from http: Classroom Instruction that Works with English Language […]. Il ricercatore neozelandese John Hattie v. At the very bottom of his list is depression, with an effect size of negative. Michael […]. Teacher-student relationships have an effect size of. How online learning tools are facilitated by educators still matters most to student success.
I […]. And remember, you have to […]. Org… […]. Publicado […]. The underlying issue, which he tackles, is the emphasis on learning to pass, or short-term knowledge. He promotes education through portfolio and people. Watson is particularly cynical about MOOCs and CoOLs which contradicts the research that people and relationships are what make the biggest difference to learning. Onderwijsonderzoeker John Hatty heeft er op een rijtje gezet.
Leer die factoren herkennen. When master teachers use it effectively, it is a highly valuable […]. Project Follow Through, hattie effects, and reading research. The reason for this is obvious. The teacher is the most powerful influence […]. Credible […]. Rather than focusing on one aspect of teaching, Hattie synthesizes […]. These influences were rated using an effect size, with a.
We also know from John Hattie that feedback has one of the highest effect sizes when it comes to student […]. With an effect size of 0. According to John Hattie, of Visible Learning, teacher credibility has an effect size of. John Hattie indicated a. I would love to hear ideas from other schools about how you support teacher agency and promote […].
This Hattie website, for example, shows an effect size of 0. It is also double the average effect size 0. Hattie shows that classroom discussion has an effect size of. Visibility of learning intentions goes hand in hand […]. Bill Daggett and John Hattie both state the effect size of the efficacy of relationships in schools is tremendous.
Daggett […]. Hattie synthesized the results of nearly 1, meta-analysis studies to compare various influences […]. Educational researcher and thinker John Hattie ranks both teacher and student self efficacy among the most effective and influential factors […]. As Dave Stuart Jr. And the question matters. Research demonstrates that teacher credibility, with an effect size of 0. John Hattie, em seu meta estudo sobre os fatores que mais impactam a aprendizagem dos alunos, indicou o que foi […].
He published his original findings in a list of influences on learning ranked by effect strength.
The results which he continues to refine are at the very […]. Hattie, from all of his research, has put together a comprehensive list of influences and their accompanying effect sizes that you can look at. On that list, teacher expertise is the variable that has by far the greatest positive impact—in […].
However, while they and others suggest homework is […]. More than two times the impact of feedback and three times more effect than classroom management. Hattie What does this mean, exactly? Through decades of research Hattie ranks influences related to student outcomes on a scale from very negative to very positive, with. Within this context one can see how big of an effect CTE truly is. Dare I say that you could substitute another noun […].
It is one of the many factors that Hattie tells us will improve student performance 0. Hattie has researched, one of the strongest influences on how much a student will learn in a year is […]. Your email address will not be published. Choose your language. Focus on student learning strategies 11 Self-efficacy 0. Focus on student learning strategies 15 Classroom discussion 0. Focus on student learning strategies 18 Summarization 0.
Focus on student learning strategies 19 Effort 0.
Focus on student learning strategies 20 Interventions for students with learning needs 0. Focus on implementation method 21 Mnemonics 0. Focus on student learning strategies 22 Planning and prediction 0.
Focus on student learning strategies 26 Evaluation and reflection 0. Focus on student learning strategies 27 Reciprocal teaching 0. Focus on student learning strategies 29 Comprehensive instructional programs for teachers 0. Focus on student learning strategies 31 Phonics instruction 0.
Focus on student learning strategies 39 Concept mapping 0. Focus on student learning strategies 47 Spaced vs. Focus on student learning strategies 48 Direct instruction 0.
Focus on student learning strategies 54 Service learning 0. Focus on implementation method 55 Working memory strength 0. Focus on student learning strategies 64 Cooperative vs. Focus on implementation method 66 Practice testing 0. Focus on student learning strategies 67 Interactive video methods 0.
Focus on student learning strategies 72 Cooperative vs. Focus on student learning strategies 77 Record keeping 0. Focus on student learning strategies 78 Play programs 0. Focus on student learning strategies 82 Underlining and highlighting 0.
Focus on student learning strategies 83 Time on task 0. Focus on student learning strategies 84 Science programs 0. Focus on implementation method 90 Comprehension programs 0. Focus on implementation method 94 Perceived task value 0. Focus on student learning strategies 96 Relative age within a class 0. Focus on student learning strategies 99 Achieving motivation and approach 0.
Focus on implementation method Exposure to reading 0. Focus on student learning strategies Behavioral organizers 0. Focus on implementation method Technology with college students 0. Focus on implementation method Positive self-concept 0.
Focus on implementation method Social skills programs 0. Focus on implementation method Bilingual programs 0. Focus on student learning strategies Attitude to content domains 0. Focus on implementation method Chess instruction 0. Focus on implementation method Stereotype threat 0. Focus on implementation method ADHD — treatment with drugs 0. Focus on student learning strategies Manipulative materials on math 0. Focus on student learning strategies Technology with high school students 0.
Focus on implementation method Mindfulness 0. Focus on implementation method Homework 0. Focus on implementation method Desegregation 0. Focus on implementation method Use of calculators 0. Focus on student learning strategies Problem-based learning 0. Focus on student learning strategies Programmed instruction 0. Focus on implementation method Technology in science 0. Focus on implementation method Teacher verbal ability 0. Focus on implementation method Finances 0.
Focus on student learning strategies Discovery-based teaching 0. Focus on implementation method Student support programs — college 0. Focus on implementation method Extra-curricula programs 0. Focus on student learning strategies Learning hierarchies-based approach 0. Focus on implementation method Within class grouping 0. Focus on implementation method Lack of stress 0. Focus on implementation method Home-school programs 0.
Focus on implementation method Sentence combining programs 0. Focus on implementation method Morning vs. Focus on student learning strategies Non-immigrant background 0. Focus on implementation method Performance goals Our first visualization of the Hattie ranking visible-learning. Interactive comparison of Hattie rankings , , visible-learning.
Hattie's list of influences and effect sizes https: Student Effects. Tom Barrett says: March 17, at Sebastian Waack says: March 23, at 3: Clare says: May 21, at 4: May 27, at 7: William says: April 28, at May 2, at 1: July 28, at Erica Musselwhite says: November 19, at 2: November 19, at 7: Ann Cerv says: May 19, at 3: Matt Lottes says: June 10, at 6: Graeme Miller says: July 1, at 2: Mike says: August 14, at 3: Daniel Reeders says: August 26, at September 9, at 6: Mark Smith says: December 17, at December 21, at 3: Brad says: September 23, at 2: September 23, at 8: Dr John Reddington Ph.
D, MAPS says: January 19, at Kunal Chawla says: August 14, at 7: August 17, at 6: Mark says: June 22, at Kendra Henry says: February 17, at 5: GL says: January 27, at March 7, at March 7, at 9: Chuck Bennett says: July 15, at 3: July 17, at 1: July 23, at 3: Eric Jensen says: January 28, at 7: Timothy Stapleton says: August 1, at Leo Sutrisno says: September 7, at 4: JJ says: January 6, at 5: Kevin says: February 3, at 5: April 4, at May 4, at 1: Joe V says: June 22, at 2: Wei Cheng says: October 8, at Eric Caron says: November 15, at 8: February 28, at 2: Martin Hughes says: December 3, at 2: Tom says: August 29, at 7: Randy Rodgers says: October 13, at 4: Lee says: