Maximizing Student Achievement: Insights from John Hattie's Research

5. John Hattie’s research • In education, virtually everything works in raising achievement • The education business invents solutions and sees evidence for its pet theories

6. John Hattie’s research • About 40% of all material taught in any class is already known by students • The greatest source of variety within our system relates to teachers

7. Visible teaching: visible learning Seeing learning through the eyes of the students

8. Activist teaching Didactic Facilitator The extremes of teaching Stand and deliver Organises resources Teacher centred/ student centred Guide on the side Sage on the stage Meddler in the middle

9. Number of analyses above and below 0.40

10. Impact on achievement 1 Ability grouping (school) 2 Class size (school) 3 Decreasing disruptive behaviour (school) 4 Feedback, A4L, formative assessment (teaching) 5 Homework (teaching) 6 Mentoring (teaching) 7 Not labelling students (teacher) 8 Self-report grades (student) 9 Socio-economic status (home) 10 Student control over learning (teaching) 11 Teacher-student relationships (teacher) 12 Team teaching (teaching) 13 Time on task (teaching) 14 Web-based learning (teaching)

11. Impact on achievement 1.44 (1st) Self-report grades (student) 0.90 (3rd) Feedback, A4L, formative assessment (teaching) 0.72 (11th) Teacher-student relationships (teacher) 0.61 (21st) Not labelling students (teacher) 0.57 (32nd) Socio-economic status (home) 0.38 (70th) Time on task (teaching) 0.34 (80th) Decreasing disruptive behaviour (school) 0.29 (88th) Homework (teaching) 0.21 (106th) Class size (school) 0.19 (111th) Team teaching (teaching) 0.18 (112th) Web-based learning (teaching) 0.15 (120th ) Mentoring (teaching) 0.12 (121st) Ability grouping (school) 0.04 (132nd) Student control over learning (teaching)

12. Impacton achievement 1.44 Upper limit of zone of desired effects 0.40 0.40 Upper limit of typical teacher effect 0.15 Students could achieve this without schooling or by getting older 0.15 Effects below this level are potentially harmful 0.00

13. Number of analyses above and below 0.40

14. Teaching associated with student learning • Having specific learning intentions and success criteria • Setting challenging tasks • Providing multiple opportunities for deliberative practice • Knowing when one (teacher and student) is successful in attaining goals • Understanding the critical role of teaching appropriate learning strategies • Planning and talking about teaching • Constantly seeking feedback as to the success of the teaching on the students

15. Teacher contributions to student learning: • The quality of teaching – as perceived by the students • Teacher expectations • Teachers conceptions of teaching, leaning, assessment and the students – this relates to views of whether all students can progress, whether achievement for all is believed in and whether progress is understood and articulated • Teacher openness – whether teachers are prepared to be surprised • Classroom climate having a warm socio-emotional climate in the classroom where errors are not only tolerated but welcome • A focus on teacher clarity in articulating success criteria and achievements • A fostering of effort • The engagement of all students

16. Can be enabled when • Teachers can critically reflect on their own teaching using classroom-based evidence • Can be maximised when • Teachers are in a safe and caring environment among colleagues and talking about their teaching

17. Activist teaching Didactic Facilitator The extremes of teaching Stand and deliver Organises resources Teaching as intervention Guide on the side Sage on the stage

18. Visible teaching: visible learning • Teaching as intervention • Teaching and learning must be visible • Teachers as activists (deliberate change agents and directors of learning)