Actively seek to improve their own teaching. John Hattie headed a team of researchers for twenty years who trawled the world for evidence about the effectiveness of different teaching interventions. Hattie, J. 67). See below for effect sizes and context/explanation. 2. Required fields are marked *, You may use these HTML tags and attributes:

. Organized into eleven chapters – the ten mindframes and the authors’ vision for education for all students – the book is one of those “must reads” for all teachers and leaders committed to professional growth. Research Based Instructional Strategies: Hattie and Marzano The OIP calls for the use of research based instructional strategies. They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. Hattie cites five meta-studies: Hattie cites two meta-studies: Hattie cites four meta-studies: self-directed learning, class size, and teacher content knowledge perform terribly while skipping a year, reciprocal teaching, and teaching of study skills are through the roof. With a team of extremely dedicated and quality lecturers, hattie's instructional strategies will not only be a place to share knowledge but also to help students get inspired to explore and discover many creative ideas from themselves. In Visible Learning Hattie describes micro-teaching as a practice that “typically involves teachers conducting (mini-) lessons to Research has established the importance of providing students with effective feedback. Instructional leaders spend time in the classrooms supervising and providing meaningful feedback; they use the gathered information to promote reflection and teacher growth. Such evidence is based on meta-studies of what actually works in education. hattie's instructional strategies provides a comprehensive and comprehensive pathway for students to see progress after the end of each module. That being said, before any teaching strategies are used, Hattie builds on Piaget’s research (1970), to reassert the importance of teachers’ understanding about how each student thinks. The lesson is reviewed in order to improve the teaching and learning experience. Le chercheur John Hattie a voulu répondre à ces questions. There are three elements: the coach; the coached; and the agreed explicit goals of the coaching.’. Taking this evidence though, which John Hattie presents as a continuum of achievement, his fundamental interest has been to pull out and share the most effective of these teaching interventions. The key message here is clear – educators should not work in isolation. International experts such as John Hattie … • be directed at the right level, so it can assist students to comprehend, engage, or develop effective strategies to process the information intended to be learnt. He is passionate about making the most of technology to enrich the education of students. 1. John Hattie discovered that teachers are far more likely to have a large and positive impact if they: Are passionate about helping their students learn; Forge strong relationships with their students; Are clear about what they want their students to learn; Not afraid to be the sage on the stage; Adopt evidence-based teaching strategies 16:41. Using his data, John Hattie identified the following qualities for teachers to have, which impact student learning the most (ordered here from 1 to 6 in order of importance): 1. It is not counselling for adults; it is not reflection; it is not self-awareness; it is not mentoring or working alongside. Thus, according to Hattie (pp. Hattie’s Ten Mind Frames for Educators 1. To Think, To Dare, To Dream. Harvard Business Review, 82(11), 82-90. To Think, To Dare, To Dream. High-impact teachers turn to data-driven research when analyzing the most effective teaching strategies. Coaching is deliberate actions to help the adults to get the results from the students – often by helping teachers to interpret evidence about the effect of their actions, and providing them with choices to more effectively gain these effects. Marzano's High Yield Instructional Strategies -- great resource w/ more example activities John Hattie's Summary: Know thy impact John Hattie talks about the impact of the teacher on their students, and their ability to teach their students to know their impact on themselves. 32 . The good news from these studies is that 95% or more of things that teachers do to enhance the achievement of students in the classroom work. It was an analysis of hundreds of meta-analyses! Data is only as useful as its application. Teachers are far more likely to have a low (or even negative) impact if they: One of the major messages from Visible Learning is the power of teachers learning from and talking to each other about planning – learning intentions, success criteria, what is valuable learning, progression, what it means to be ‘good at’ a subject (Hattie, 2012, pp. Research shows. Your email address will not be published. The Research-Based Strategies That Work Best. Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. Hattie’s meta-analysis of the effect size (ES) of influences on student achievement places feedback at the top with an ES of 1.13 - an ES of 0.6 or greater is usually considered to be ‘large’. In his 2012 book, Hattie took the next-step and identified the underlying reasons for the success of these methods: the influence of peers, feedback to students, transparent learning intentions and success criteria, teaching multiple strategies, and attending to both surface and deep knowing. Adopt evidence-based teaching strategies (see below), 6. Formative evaluations were effective across student age, treatment … (2008). (2012). Monitor their impact on students’ learning, and adjust their approaches accordingly, 3. My vision for News on Atlas is and has always been to provide a tool to improve the news literacy and international-mindedness of users…. The definition of ‘instructional leadership’ remains contested. How to develop high expectations for each teacher, Professional development on student achievement, February 25, 2014 - Updated on May 11, 2020, Gender (male compared with female achievement), Matching teaching with student learning styles, How to accelerate learning (e.g. For feedback to be effective, Hattie argues that it needs to: • be clear and mindful of students’ prior knowledge. Are passionate about helping their students learn, 2. TEDx Talks 357,562 views. As creator of asTTle (Assessment Tools for Teaching and Learning) and Director of the Visible Learning Laboratories, Dr. Hattie is recognized and highly regarded worldwide for his research in education, including the field of assessment and evaluation. Also, we used a new embedding host for the document. 10 Mindframes for Visible Learning: Teaching for Success, by John Hattie and Klaus Zierer, is a compelling read, and more accessible than some of Hattie’s previous books. Statistically speaking, the strength of the relationship between two variables. Hattie published Visible Learning in 2009! In John Hattie’s book, Visible Learning, A Synthesis of Over 800 Meta-analyses Relating to Achievement, he synthesizes over 800 meta-analyses. We would then need to identify and analyze other variables in each study–inquiry with or without technology, with or without access to local communities, with students reading at, below, and above grade level, using culturally relevant or irrelevant text, and so on. You may be surprised at some of the strategies that we use in education that really don’t make much of a difference. In reviewing Hattie’s descriptions of educational influences, Dataworks has found that Explicit Direct Instruction (EDI), which was developed by Hollingsworth and Ybarra as a collection of research-based teaching strategies for design and delivery of lessons, actually activates 18 of top 30 effects (out of 195 total). Some teachers who do certain things have powerful effects on students’ achievement, but half of teachers are not doing those things, so they are not getting the above-average effects. Teachers are paramount. Several authors have proposed frameworks of activities or strategies that characterise instructional leadership. Therefore, a section of the Curriculum Connection will be devoted to a review of a particular research based strat-egy. 71 – 72), ‘coaching is specific to working towards student outcomes. Are clear about what they want their students to learn, 4. But when you look more closely, you find that primary students gain least from homework (d = 0.15) while secondary students have greater gains (d = 0.64). Lessons have clear learning intentions with goals that clarify what success looks like. ... John Hattie at TEDxNorrkoping - Duration: 16:41. • relate to the learning intention and success criteria, • occur as the students are doing the learning, • provide information on how and why the student has or has not met the success criteria, • provide strategies to help the student to improve. Here there is a discussion of the ideas of Hattie, their relevance to a school principal and how strategies can be developed from the theory of Metacognition that can transform students and their proficiencies. When learning is visible, teachers know if learning is happening or not, and students know what to do and how to do it. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, says ‘effect sizes’ are the best way of answering the question ‘what has the greatest influence on student learning?’. This is one more resource in our efforts to problem-solve on behalf of our students. A Synthesis Of Hattie’s Synthesis. Feedback works powerfully when there is a lot of challenge in the task. Strategy 1: A Clear Focus John Hattie highlights how important it is for you (and your students) to be clear about what you want them to learn. Forge strong relationships with their students, 5. Micro-teaching is the collaborative analysis of an observed lesson with a debriefing. Among other high-impact, evidence-based teaching strategies Hattie identifies include: Direct Instruction Note Taking & Other Study Skills Spaced Practice Teaching Metacognitive Skills Teaching Problem Solving Skills Reciprocal Teaching Mastery Learning Concept Mapping Worked Examples Hattie saw it as a chance to show what makes a difference to students Shernoff, D.J., & Frea, A. To Think, To Dare, To Dream. The HITS sit at the top of these rankings. (2004). The key idea of his book, Visible Learning for Teachers, is that teachers and leaders should always be aware of the impact they are having on their students, and from the evidence of this impact, decisions must be made about changing approaches. We need to engage students. Visible Learning for Literacy affirms our longstanding belief that teachers … If you have trouble viewing or scrolling, let us know in comments, via email, or on twitter! Loading... Unsubscribe from Bobby Dodd? An Index Of Teaching & Learning Strategies: 39 Effect Sizes In Ascending Order, Statistically speaking, the strength of the relationship between two variables. Reduce temptation to oversimplify. skipping a year), How to better teach meta-cognitive strategies, Providing formative evaluation to teachers, Teacher credibility in the eyes of the students. Teaching Strategies (HITS)? International experts such as John Hattie and Robert Marzano have synthesised these studies and ranked hundreds of teaching strategies by the contribution they make to student learning [see ‘What is effect size?’ box]. What success have you had on creating such a climate, and can you provide evidence of creating and valuing discussions among your teachers about their teaching? Among other high-impact, evidence-based teaching strategies Hattie identifies include: Teaching strategies that had little or no impact included: One of the key strategies to put many of the ideas (that do work) into practice, is to coach teachers. State Clear Learning Goals repeatedly, so students have a clear idea of where they are going and … By distilling the teaching and learning strategies into a continuum of effectiveness for student achievement, John Hattie’s work brings us much closer to a pedagogy that can bring great benefits for both teachers and students. John is particularly notable for his work on what he terms ‘Visible Learning’, which is the world’s largest ever collection of evidence-based research into what actually works in education. Some of the most effective teacher-influenced instructional strategies included in John … We need to be careful about drawing too definite a conclusion from an effect size without examining the study. This course is based on the research of Robert Marzano and John Hattie. You can find an older list of influences related to student achievement in Hattie (2009) Visible Learning. Coaches can serve as ‘suppliers of candour, providing individual leaders with the objective feedback needed to nourish their growth’ (Sherman & Frea, 2004). A documentary about the Brazilian Amazon made using just a smartphone, gimbal and directional mic! Hattie (2015), for example, describes the work of instructional leaders as follows: Instructional leaders focus more on students. According to Hattie, teacher clarity is one of the most potent influences on student achievement. John Hattie is a Professor of Education from New Zealand and a key proponent of evidence-based teaching. They emerge from the findings of tens of thousands of studies of what has worked in classrooms across Australia and the world. We would need to clarify what the terms were for success. This Glossary explains influences related to student achievement published in John Hatties Visible Learning for teachers (Hattie 2012; 251ff). Reviews hailed it as the “Holy Grail”! Hattie’s ideas are growing in popularity and are very progressive and ideal for the needs of 21 st century educators. … Visible Learning for Teachers – Maximising Impact on Learning. As Hattie explains, the variability amongst teachers is dramatic in the education system. Every study has a story, and every strategy and impacting agent below has a background. Hattie explains that schools must create the structures and cultures that foster effective educator collaboration – collaboration that focuses on factors their sphere of influence to impact student learning in a positive way. Hattie a poussé plus loin cette démarche en analysant à son tour plus de 800 méta-analyses synthétisant plus de 50 000 études en éducation. common method of teaching science and math. My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement. 2. Otherwise, judging purely by the chart, inquiry-based learning. A Synthesis of Over 800 Meta-Analyses Relating to Achievement. But in their Science of Learning article, “Learning strategies: a synthesis and conceptual model,” Hattie and Donoghue note that the underlying philosophy of the day-to-day activity of many schools indicates that the “purpose of schooling is to equip students with learning strategies, or the skills of learning how to learn.” Hattie is more concerned with this later definition than of the more narrowly … John Hattie Instructional Leadership Bobby Dodd. Feedback, for example, is one of the single most powerful influences on student achievement. 31 v . Providing Formative Evaluation. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, says ‘effect sizes’ are the best way of answering the question ‘what has the greatest influence on student learning?’ Some low effect sizes are not very time consuming and well worth trying for their additive effect. The ten most effective instructional strategies are explained along with research proven activities that correspond with each strategy. In other words, the teacher needs to understand where a student is in their level of thinking and then challenge each student to go beyond that level through a process described as ‘cognitive acceleration’. It focuses on the difference between instructional strategies and activities. The HITS are 10 instructional practices that reliably increase student learning wherever they are applied. Which makes two of his books–Visible Learning and the Science of How We Learn, and Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement–must-buys so that you can do that kind of analysis on your own rather than skimming a blog post and extracting misguided takeaways (which is why we hesitated to publish it to begin with). Technology for Leaners created by Will Fastiggi 2014, Learn to use Technology and use Technology to Learn. Using evidence, however, can make a huge difference. Une méta-analyse consiste à rassembler et à analyser les résultats d’un nombre important d’études traitant d’un sujet commun. Evidence-based teaching is to teach using only those methods, which have been verified from evidence to be effective. Applying Bloom’s Taxonomy to the Classroom, A Brief History of Education (& Educational Technology), Classroom Activities Using the Dash & Dot Robots, Case-studies of News Literacy in the Classroom, Giving students control over their learning. Others saw it as an attack on the woeful state of the teaching profession! That said, the results of the synthesizing of the data appear below. The major difference Principals need to consider is Quality Teaching. Hattie, J. We’d also need to plainly clarify the definition for every word and phrase for every impacting agent and strategy so that we were all speaking the same language. 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