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Identifying and Promoting Effective Instruction and Intervention

Identifying and Promoting Effective Instruction and Intervention. North Carolina School Psychology Association Annual Conference Sunset Beach, NC October 1, 2012. Amy R. Smith NASP President 2012 - 2013. These materials were developed from the work of John Hattie

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Identifying and Promoting Effective Instruction and Intervention

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  1. Identifying and Promoting Effective Instruction and Intervention North Carolina School Psychology Association Annual Conference Sunset Beach, NC October 1, 2012 Amy R. Smith NASP President 2012 - 2013

  2. These materials were developed from the work of John Hattie • Developed in cooperation with colleagues at the PA Training and Technical Assistance Network • Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement . New York: Routledge.

  3. Why Worry About Effective Instruction and Intervention • Legal Requirements • Limited resources • Need to accelerate learning for struggling students • Need to make best recommendations possible following evaluations • Allow maximum impact on achievement

  4. What School Psychologists Can Do With This Information • Advocate for effective practice • Break down barriers • Kill “sacred cows” • Provide professional development • Improve services to students

  5. Visible Learning: What it is • Synthesis of more than 800 meta-analyses • Based on over 50,000 studies • Positive message about schools • We need a barometer of what works best • Use that barometer to guide us to what is excellent

  6. Visible Learning: What it is Not • Not about classroom life • Not about what cannot be influenced in schools • Not about qualitative studies • Not about criticism of research

  7. No Lack of Things to Do • Just about everything works • We don’t need more programs • We need to know what programs work better than others • The problem is “not resistance to innovation, but the fragmentation, overload, and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations .” (Fullan & Steiglbauer, 1991)

  8. Need an Achievement Continuum • A single continuum that depicts effect from low to high • Could identify all possible influences on achievement

  9. What is Effect Size? • Provides a way to express the magnitude of study outcomes • An effect size d = 1.0 indicates an increase of one standard deviation • One standard deviation is typically associated with advancing students achievement by 2 to 3 years

  10. What is Effect Size? Effect Size = [Mean treatment – Mean control] / SD Effect Size = [Mean end of treatment – Mean beginning treatment] / SD

  11. Distribution of Effect Sizes • The effects follow a normal distribution • Almost everything works • Setting the bar at zero is absurd • Set the bar at d= 0.40: “The Hinge Point” • Innovations are more than teaching • Variance is important

  12. The Argument:Visible Teaching and Visible Learning • Introduction of the major findings • Build an explanatory story, then convince the reader of the story’s value by working through the evidence

  13. Visible Teaching • What teachers do matters • Concept of excellent teaching • Outward Bound • Search and Rescue Squad • Teaching must be visible to the learner and learning visible to the teacher

  14. Visible Learning A model of learning: • Three worlds of achievement • Surface knowledge of the physical world • Thinking strategies and deeper understanding of the subjective world • The ways students construct knowledge and reality now that they have this surface and deep knowing and understanding

  15. Factors that Impact Learning Contributions to achievement addressed in studies: • The student • The home • The school • The curricula • The teacher • The approaches to teaching

  16. Visible Learning The Contributions from the Curricula

  17. Contributions from the Curricula • Reading (9) • Writing • Drama/Arts • Mathematics • Science • Values/Moral Education • Social Skills • Career Education • Integrated Curricula • Perceptual-motor • Tactile Stimulation • Play • Creativity • Outdoor Education • Extra-curricular • Bilingual

  18. Contributions from the Curricula • Visual-perception • Vocabulary • Phonics instruction • Sentence combining • Repeated reading Nine Reading Programs • Comprehension • Whole language • Exposure to reading • Second/Third chance

  19. Contributions from the Curricula Reading • Best way to teach reading contested • Summary of 50 meta-analyses/2,000 studies/5 million students • Average effect .51 • Importance of actively teaching skills/strategies • Planned/deliberate/explicit/active programs • Successful reading requires decoding, vocabulary, comprehension skills and learning specific strategies/processes

  20. Contributions from the Curricula Reading: Visual Perception Programs (d=.55) • Visual and auditory perception similar/important predictors of reading (word rec and comprehension) • Variations in tests used to detect visual perception • Bender and ITPA visual subtests better than Frostig

  21. Contributions from the Curricula Reading: Vocabulary Programs (d=.67) • Beneficial in developing reading skills and comprehension • Most effective teaching methods • Providing definitional/contextual information • Involving students in deeper processing • Giving students more than one or two exposures to words • Mnemonic keyword method

  22. Contributions from the Curricula Reading: Phonics Instruction (d=.60) • Powerful in process of learning to read–- both for decoding and comprehension • National Reading Panel meta-analysis (2000) • Power of phonemic awareness in learning to read: phoneme isolation, identification, categorization, blending, segmenting, deletion • Positive effects for teacher/computer formats used, higher for preschool than older, delivered through tutoring, small group, whole class

  23. Contributions from the Curricula Reading: Phonics Instruction (d=.60) (Cont’d) • Other meta-analyses similar conclusions • Causal factor in learning to read • Group training more effective than individual • Combining phonological and letter training more effective • Effects same for students from all SES • Direct instruction most effective method • Direct instruction and word rec strategies improved comprehension • Rapid naming/letter identification highly related to comp.!

  24. Contributions from the Curricula Reading: Sentence Combining Programs (d=.15) • Perhaps more effective at elementary than secondary • Effects ambiguous across all levels

  25. Contributions from the Curricula Reading: Repeated Reading Programs (d = 0.67) • Effect from timed tests > from untimed tests • Skills of automaticity in word rec. and decoding need to be specifically taught (especially to students with SLD)

  26. Contributions from the curricula Reading: Comprehension Programs (d = 0.58) • Effects on vocabulary (d = 1.77)greater than on comprehension outcomes (d = 0.70) • Measures using word as unit of study (d = 1.28) greater than whole texts (d = 0.82) • Effects similar for poor (d = 0.80) and good readers (d = 0.74) • Higher effects for programs focusing on processing strategies (d = 1.04) than text programs (d = 0.77) and task programs (d = 0.69)

  27. Contributions from the Curricula Reading: Comprehension Programs (cont’d) • Visually dependent (d = 0.94) and auditory/language-dependent strategies (d = 1.18) • Strategies explicitly taught to AUGMENT reading comprehension • Sound/symbol blending methods – superior to many other methods • Concept-oriented reading program • Fluency (d = 0.73) • Story comp (d – 0.65)

  28. Contributions from the Curricula Reading: Whole Language (d = 0.06) • Negligible effects on learning to read • May be of value to later reading • Strategies for reading need to be explicitly taught

  29. Contributions from the curricula Reading: Exposure to Reading (d = 0.36) • Who is doing the reading? • Teacher – (d = 0.63 on oral language, d = 0.41 on reading) • Parent – preschool joint book reading experiences • Language growth (d = 0.67) • Emergent literacy (d = 0.58) • Reading achievement (0.55) • Volunteer – little evidence of effectiveness

  30. Contributions from the curricula Reading: Second- and Third-Chance Programs (d = 0.50) • Reading Recovery (d = 0.96) • Highest when supplement not substitute for classroom teaching • Reading comp. (d = 0.67) • Decoding ( d = 0.56) • Oral reading of words (d = 0.69)

  31. Contributions from the curricula Reading • Most Effective programs • Attend to visual and auditory perceptual skills • Combine vocabulary, comprehension, & phonics • With repeated reading opportunities • Least Effective programs • Whole language • Sentence combining • Incidental learning of vocabulary • If NOT successful first time, Reading Recovery most effective

  32. Contributions from the Curricula 1. Vocabulary .67 1. Repeated reading .67 2. Phonics instruction .60 3. Comprehension .58 4. Visual-perception .55 5. Second/Third chance .50 6. Exposure to reading .36 7. Sentence combining .15 8. Whole language .06 Nine Reading Programs

  33. Contributions from the Curricula • Writing Programs (d=.44) • Powerful to explicitly teach strategies for planning, revising, and editing • Summarizing reading material (.82) • Working together to plan, draft, revise, edit (.75) • Setting clear/specific goals (.70) • Using word processing (.55) • Teaching to write complex sentences (.50) • Important for students to set clear/specific goals as to purpose of each piece of writing

  34. Contributions from the Curricula • Mathematics (d=.45) • Enhanced math achievement when teachers/ students provided specific info about how each student was performing • Feedback effects • Teachers give feedback data/recommendations (.71) • Peer-assisted learning (.62) • Concrete feedback to parents (.43) • Teachers emphasize real-world application (-.04) • Effects of feedback and strategy teaching strong with lower ability students

  35. Contributions from the Curricula • Mathematics (cont’d) • Methodology: • Direct instruction (.55) • Problem solving (.52) • Cooperative learning (.34) • Manipulatives, models, multiple representations (.38) • Technology-aided (.07)

  36. Contributions from the curricula • Social Skills Programs (d = 0.40) • Aim is higher levels of • Social appropriateness • Social problem solving skills • Self-control • Social perspective training • Effects are stronger on • Enhancing peer relations (d = 0.80 to d = 0.90) • Social outcomes (d = 0.5 to d = 0.6) • Mostly short-term gains

  37. Contributions from the curricula • Social Skills Programs (d = 0.40) • More effective programs • Behavioral programs • Dialogue between student and teacher on social problem solving • Lasted 40 lessons or more • Coaching • Modeling • Reinforcement

  38. Contributions from the curricula • Concluding Comments • Less emphasis on content & more on the strategies used • Changes to curricula usually relate to inclusion & emphasis on instructional strategies underlying curricula • Highlight learning strategies & skill development in content area • For a student to learn there must be at minimum • Time on task • Exposure to teaching • Collaborative practice (student and teacher) • Opportunities to practice

  39. Visible Learning The Contributions from Teaching Approaches

  40. Teaching Approaches…. • Strategies Emphasizing Learning Intentions • Strategies Emphasizing Success Criteria • Implementations that Emphasize Feedback • Implementations that Emphasize Student Perspectives in Learning • Implementations Using Meta-Cognitive and Self-Regulation Learning

  41. Learning Intentions • Learning intentions should be shared with students so they understand what success is and know what success looks like • Learning intentions may need to be adapted to make them appropriate to all students • Concepts or deeper learning need more time than acquisition of knowledge or surface information • Learning intentions can be grouped • Students may learn other things not planned for

  42. Strategies Emphasizing Learning Intentions • Goals- • -Critical for enhancing performance • -Serve a variety of functions essential to the teaching process • -Achievement is enhanced to the degree that students and teachers set challenging rather than “Do Your Best” goals • -Difficult goals better than “Do Your Best” goals or no “assigned” goals • -Goals have a self-energizing effect if appropriately challenging for students • -Commitment not necessary for goal attainment, except for Special Ed students

  43. Strategies Emphasizing Learning Intentions • Goals: (d=.56) • Relationship between goal difficulty and performance • Achievement is enhanced with “Difficult goals” compared to “do your best goals • Relationship of self-efficacy to goal attainment • Challenging goals for Special Ed students (d=.63 for long term) and (d=.67 for short term)

  44. Strategies Emphasizing Learning Intentions • Goals: (d=.56) • Relationship between goal difficulty and performance (d=.67) • Achievement is enhanced with “Difficult goals” compared to “do your best” goals (d=.66) • Relationship of self-efficacy to goal attainment (d=.92) • Challenging goals for Special Ed students (d=.63 for long term) and (d=.67 for short term)

  45. Strategies Emphasizing Learning Intentions • Behavioral Objectives and Advance Organizers (d=.41) • Advance Organizers : Aimed to bridge and link old with new information, are presented prior to learning, can assist in helping the learner organize and interpret new upcoming instruction • Behavioral Objectives: Statements of what students ought to be able to do as a consequence of instruction, but tend to be used for surface rather than deeper knowledge

  46. Strategies Emphasizing Learning Intentions • Learning Hierarchies (d=.19) • A form of learning intention to structure learning in some form of hierarchy where it is more effective to first acquire a set of skills that will support later learning • When facilitate learning (d=.19) • Shorten learning time (d=.09) • Promoting learning at the elementary level (d=.44) • Promoting learning at the high school level (d=.07)

  47. Strategies Emphasizing Success Criteria • Mastery Learning (d=.58) • All children can learn when provided with clear explanation of what it means to “master” the material being taught • Requires feedback loops based on well-defined appropriately sequenced outcomes • Effect sizes for mastery learning: • Elementary school (d=.94) • High School (d=.72) • College (d=.65) • Lower ability students (.96)

  48. Strategies Emphasizing Success Criteria • Worked Examples (d=.57) • Consist of a problem statement and appropriate steps to the solution • Reduces cognitive load for student, can see the processes • Includes 3 parts- exposure to the example, training phase, and assessing the learning

  49. Implementations that Emphasize Feedback • Feedback is among the most powerful influences on achievement • Most powerful when it is from student to teacher • Feedback to teachers helps to make learning visible • Feedback is a consequence of performance

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