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Visible Learning Visible Teaching Visible Leadership Visible Assessment. John Hattie Visible Learning Laboratories University of Auckland. Influences on Achievement ?. 0. Decreased. Zero. Enhanced. Reducing Class Size on Achievement?. What is the effect of reducing class size
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Visible LearningVisible TeachingVisible LeadershipVisible Assessment John Hattie Visible Learning Laboratories University of Auckland
Influences on Achievement ? 0 Decreased Zero Enhanced
Reducing Class Size on Achievement? What is the effect of reducing class size Hundreds of evaluations of reducing class size …. 0 Decreased Zero Enhanced
Effect on Achievement over time? Reducing Class Size .20 1.0 0 Decreased Enhanced Zero
The typical influence on achievement So what is the typical effect across • 800+ meta-analysis • 50,000 studies, and • 200+ million students
Effect on Achievement over time? Typical Effect Size 0 .20 1.0 .40 Decreased Zero Enhanced
Rank these 12 effects: Answers • Acceleration • Feedback • Student-teacher relationships • Teaching study skills • Reading Recovery • Cooperative learning • Homework • Individualized instruction • Ability grouping • Open vs. traditional classes • Retention (hold back a year) • Shifting schools
Rank these 12 effects: Answers • Acceleration .88 • Feedback .73 • Student-teacher relationships .72 • Teaching study skills .59 • Reading Recovery .50 • Cooperative learning .41 • Homework .29 • Individualized instruction .22 • Ability grouping .12 • Open vs. traditional classes .01 • Retention (hold back a year) -.16 • Shifting schools -.34
Percentage of Achievement Variance Teachers Students Home Peers Schools Principal Identifying what matters
Visible Teaching – Visible Learning When students SEE themselves as their own teachers When teachers SEE learning through the eyes of the student and
MINDSETS – Teachers as Evaluators Teachers being responsible; don’t blame the kids Teachers as Change Agents more than facilitators Teachers gaining feedback about their effectiveness & progress Teachers need to challenge, more than “do your best” Teachers who welcome error, and build trust among peers in classrooms Teachers who see assessment as informing them more than kids Teachers as Evaluators (of themselves more than of students)
It’s about the teacher’s mindset, not the kids! Don’t blame the kids Social class/ prior achievement is surmountable All students can be challenged Strategies not styles Develop high student expectations Enhance help seeking Develop assessment capable students The power of developing peer interactions The power of critique/error/feedback Self-regulations and seeing students as teachers
Teachers as change agents Achievement is changeable and enhanceable vs. immutable and fixed Teaching as an enabler not a barrier Engage in the total learning and not break into steps and chunks The Power of learning intentions The Power of success criteria
The Contrasts • An active teacher, passionate for their subject and for learning, a change agent OR • A facilitative, inquiry or discovery based provider of engaging activities
Teachers gaining feedback ... • Where am I going? • How am I going? • Where to next?
Assessment as feedback – to teachers • Who did you teach well, who not so well • What did you teach well, not so well • Where are the gaps, strengths, achieved, to be achieved • Developing a common conception of progress
Challenge or “Do your best” Maintain the challenge not break it down Power of learning intentions Power of success criteria
Relationships in classrooms The importance of error and not knowing … Build trust and rapport Student more than teacher questioning Teacher clarity, support, and What’s next Peer teaching, assessment, learning It’s more about the learning than the teaching
Teachers/ Leaders as Evaluators • A disposition to asking … • How do I know this is working? • How can I compare ‘this’ with ‘that’? • What is the merit and worth of this influence on learning? • What is the magnitude of the effect? • What evidence would convince you that you are wrong? • Where is the evidence that shows this is superior to other programs? • Where have you seen this practice installed so that it • produces effective results? • Do I share a common conception of progress?
Visible teaching & Visible learning • What some teachers do! • In active, calculated and meaningful ways • Providing multiple opportunities & alternatives • Teaching learning strategies • Around surface and deep learning • That leads to students constructing learning
What some teachers do! • Clear learning intentions • Challenging success criteria • Range of learning strategies • Know when students are not progressing • Providing feedback • Visibly learns themselves
Such that students … • Understand learning intentions • Are challenged by success criteria • Develop a range of learning strategies • Know when they are not progressing • Seek feedback • Visibly teach themselves
Priority to maximize FEEDBACK to THE TEACHER • Feedback is information provided by an agent (e.g., teacher, peer, book, parent, self/experience) regarding aspects of one’s performance or understanding.
Feedback is evidence about: • Where am I going? • How am I going? • Where to next?
Frequency of feedback How much feedback does the typical student get in a typical classroom on a typical day?
Tests are Feedback to the teacher • Whether their teaching methods have been successful or not • Whether their learning intentions are worthwhile & challenging • Whether students are attaining their desired success criteria • Which students have learnt or not learnt • Where teachers can capitalize on student strengths & minimize gaps • Where students are on the learning ladder • Whether they have a shared conception of progress • What is optimal to teach next Whenever we test in classes it is primarily to help teachers know:
Assessment and Feedback:asTTle(Assessment Tools for Teaching and Learning)
