Visible Learning Visible Teaching Visible Leadership Visible Assessment

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Visible LearningVisible
TeachingVisible LeadershipVisible Assessment

• John Hattie
• Visible Learning Laboratories
• University of Auckland

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Influences on Achievement ?
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Reducing Class Size on Achievement?
What is the effect of reducing class
size Hundreds of evaluations of reducing class
size .
0
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Effect on Achievement over time?
Reducing Class Size
.20
1.0
0
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The typical influence on achievement

• So what is the typical effect across
• 800 meta-analysis
• 50,000 studies, and
• 200 million students

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Effect on Achievement over time?
Typical Effect Size
0
.20
1.0
.40
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Distribution of effects
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Influences on Achievement
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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

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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

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The Disasters ...
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The Disasters ...
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The Disasters ...
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Not Worth it yet ...
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Typical average teacher territory ...
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Typical average teacher territory ...
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Closer to Average
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Average
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Average
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Lets have them ....
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Exciting .
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Among the Winners ...
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The Winners ...
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The Winners ...
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Identifying what matters
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Visible Teaching Visible Learning
When students SEE themselves as their own
teachers
When teachers SEE learning through the eyes of
the student and
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MINDSETS Teachers as Evaluators
Teachers being responsible dont 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)
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Its about the teachers mindset, not the kids!
Dont 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
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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
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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

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Activator or Facilitator ?
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Activator or Facilitator ?
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Teachers gaining feedback ...

• Where am I going?
• How am I going?
• Where to next?

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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

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Challenge or Do your best
Maintain the challenge not break it down Power of
learning intentions Power of success criteria
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Relationships in classrooms
The importance of error and not knowing
Build trust and rapport Student
more than teacher questioning Teacher clarity,
support, and Whats next Peer teaching,
assessment, learning Its more about the
learning than the teaching
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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?

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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

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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

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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

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Feedback
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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 ones
  performance or understanding.

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Feedback is evidence about

• Where am I going?
• How am I going?
• Where to next?

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Frequency of feedback

• How much feedback does the typical student
• get in a typical classroom
• on a typical day?

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Tests are Feedback to the teacher
Whenever we test in classes it is primarily to
help teachers know

• 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

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Assessment and FeedbackasTTle (Assessment Tools
for Teaching and Learning)
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Welcome screen for Teachers
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Customize a test
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Choose difficulty
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Choose difficulty
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Choose Curriculum Strands
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Create a test
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Reporting to Teachers
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(No Transcript)
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Comparisons or Multi-test Reports
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Individual Learning Pathways
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Group Learning Pathway
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Curriculum Level Report
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Progress Report
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Target Setting/ Expectations
Teacher or student target
Polynomial regression target
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What Next Report
Anna.Lena.Larsson_at_Skolverket.se
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The power of Evaluation in the classroom
j.hattie_at_auckland.ac.nz www.education.auckland.a
c.nz/staff/j.hattie/ www.visiblelearning.co.nz
London May 2009
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(No Transcript)