5th annual conf | john hattie keynote

An Education Worth Having

Exploring what really makes a difference to learning

John Hattie

Creating the narrativeAn education worth having

The excitement of learning

– skilled passion

– the thrill of challenge and mastery

– we are social learners

– we need a focus on how to learn

0

The narrative of RELATIVE outcomes

Decreased EnhancedZero

• Achievement• Strategies• Motivation• Affective• Health• Inviting schools

No

. of

effe

cts

d=.40

1100+ meta-analysis

65,000 studies,

¼ billion students

attributes of the students

structure of schools or classes

the deep teaching programs

technology

accountability

the home or parents

summer school, length of school day or

school year

individualised instruction

class size

learning styles

repeating classes

Which of these?

Not many attributes of the students .08

Not the structure of schools or classes .10

Not the deep teaching programs .16

Not technology (yet) .22

Not accountability .22

Not the home or parents .25

Not summer school, length of school day or

school year .07

Not individualised instruction .22

Not class size .21

Not learning styles .17

Not repeating classes -.13

The narrative of passion, teaching, and promoting the language of learning

1. Teachers, working together, as evaluators of their impact .93



2. The power of moving from what students know now

towards explicit success criteria .77





3. Errors and trust are welcomed as opportunities to learn .72






4. Maximize feedback to teachers about their impact .72







5. Getting the proportion of surface to deep correct .71







5. Getting the proportion of surface to deep correct .71

6. The Goldilocks principles of challenge, and deliberate practice to

attain these challenges .60

Do you know your impact?

Psychological capital –

self- efficacy

optimism

hope

resilience

Can we teach students how to learn?

The search for strategies = 400+Brain Gym Mindfulness

Collaborative problem solving Mnemonics

Comprehension Monitoring Monitoring

Concept Mapping Note taking

Critical thinking techniques Planning

Discussion groups Practice / Rehearsal

Distributed Practice Practice Testing

Elaborative Interrogation Re-reading

Environmental structuring Retrieval cueing

Error monitoring Selecting Main Idea

Examination skills Self-monitoring

Help-seeking Self-questioning

Highlighting/Underlining Self-regulation

Interleaved Practice Sleep

Keeping records & monitoring Summarization

Learning Styles Think Aloud

Listening & Notetaking Time Management

Memorisation Underlining/Highlighting

A Model of Learning

Dispositions

RESILIENCE – emotional strength1. Inquisitive 2. Persistent3. Adventurous 4. Focused

RESOURCEFULNESS – cognitive capability5. Imaginative 6. Connecting7. Crafting 8. Capitalising

REFLECTION – strategic awareness9. Methodical 10. Self-evaluative11. Self-aware 12. Transferring

RELATING – social sophistication13. Collaborative 14. Open-minded15. Independent 16. Empathic

Prior Achievement

Up front Learning

Consolidating Learning

Dispositions

Achievement

Inputs Learning

The difference between initial & subsequent learning

Inputs Learning OutcomesPhase 1 Phase 2 Phase 3 Phase 4

Develop the Build the Surface Develop the Deep Transfer

Coat hanger knowing knowing Skills

Up front Learning


Dispositions

Achievement

Dispositions

Achievement

The Four Phases:

1. Developing the coat hanger

2. Building the surface knowing

3. Developing the deep knowing

4. Transfer the knowing

SURFACE (increase in quantity)One idea

Many ideas

DEEP (change of quality)

Relate ideas Extend ideas

Biggs & Collis, 1972

Surface and Deep learning

An over emphasis on surface knowing

Learning strategies 90+% are surface

Teacher questions 90+% are surface

Lesson observations 90+% are surface

Test analyses 90+% are surface

Visible Learning 90+% are surface

We privilege a

grammar of surface learning

Inputs Learning OutcomesPhase 1 Phase 2 Phase 3 Phase 4Develop the Build the Surface Develop the Deep TransferCoat hanger knowledge (relate, extend) knowing Skills

Dispositions

Achievement

Dispositions

Achievement

Transfer or Far learning

Transfer occurs when we learn strategies that apply in a certain situation

to another situation - when they understand the similarities and

differences between the two situations.

What is learning?

The process of developing sufficient

surface knowing to then move to

deeper understanding such that one can appropriately

transfer this learning

to new tasks & situations

No

. of

effe

cts

Learning strategies d=.60

10,000+ studies, 43,157 effects from about 12-16m students

Inputs OutcomesPhase 1 Phase 2 Phase 3 Phase 4Develop the Build the Surface Develop the Deep TransferCoathanger knowledge (relate, extend) knowing Skills

Dispositions

Achievement

Dispositions Self-efficacy

Achievement

Initial Learning

Organising

Summarisation

Organising

Self-regulation

Planning,

Evaluation

Strategy Monitoring


Investment & Retrieval Practice

Rehearsal & Memorisation

Practice Testing

Receiving Feedback

Self-Talk

Self – Consequences

Self- Verbalisation &

Self-Questioning

Help Speaking

Transfer

DetectingSimilarities & Differences

Problem Solving

Understanding Success

Outlining

Concept Mapping

Setting Standards

A model of learning

Rank Influence Effect-size

91 Inquiry based methods 0.31

143 Individualized instruction 0.22

144 Visual/Audio-visual methods 0.22

168 Problem based learning 0.15

184 Whole language 0.06

Deep programs ?????

A model of learning

Problem based learning

1.

From student to teacher2.

1.

From student to teacher

How am I going?

Where to next?

2.

3.

1.

From student to teacher

How am I going?

Where to next?

The value of not knowing2.

3.

4..

Move from Narrow Excellenceto a Defensible Basket of Goods

PISA + PIRLS

Move from Narrow Excellenceto a Defensible Basket of Goods

PISA + PIRLS

Human Development

Health

Equal Opportunity

Safety & Security

Governance

Innovation

Quality of Life

Rank Rank Rank

Finland 1 United States 11 Spain 21

Denmark 2 New Zealand 12 Luxembourg 22

Norway 3 Singapore 13 Slovenia 23

Ireland 4 Austria 14 Portugal 24

Sweden 5 UK 15 Korea 25

Switzerland 6 Japan 16 Italy 26

Iceland 7 Belgium 17 Czech 27

Canada 8 Germany 18 Estonia 28

Australia 9 France 19 Greece 29

Netherlands 10 Hong Kong 20 Qatar 30

Move from narrow excellenceWorld Rankings

0%

5%

10%

15%

20%

25%

<200 200-240 241-280 281-320 321-360 361-400 401-440 441-480 481-520 521-560 561-600 601-640 641-680 681-720 > 721

Non-Aboriginal

Aboriginal

Narrative of Year’s growth for Year’s input

• Not necessarily low SES, immigrants

• Not closing the gap

Every child deserves at least a year’s growth for a year’s input

A learning heat map

Visible Learning in the

Visible Classroom aiming for

Surface, Deep & Transfer

based on

A learning heat map

An education worth having:

Creating the narrative --

1. The excitement of learning – the passion, challenge, mastery

2. The importance of surface to deep to transfer

3. The valuing of learning

4. The importance of the “basket of goods”

5. The development of psychological capital – self-efficacy, optimism, hope, resilience

6. Why we come to work – the evidence of impact

7. A Year’s growth for Year’s input

8. The wash back power of assessment

Schools as inviting places to come and learn

• And be my friend

• And engage in the challenge

• And master and be skilled in some subjects

• And be esteemed as a learner

• And know what success looks like

• And know what to do when you do not know what to do

Thanks

Visible learning in

action