visible learning
DESCRIPTION
Shaun Hawthorne, Consultant at Visible Learning Plus, delivered this keynote, entitled, Visible Learning: The Research, at our Leadership Conference, 2014.TRANSCRIPT
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Visible LearningWhat works best?
Dr Shaun HawthorneCognition Education Ltd
Introducing the Visible Learner
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Overview of today! s presentation
1. Provide some background to the Visible Learning research and the story behind the research
2. Outline the methodology Professor Hattie has used
3. Discuss some of the 150 published effects from the research "thinking about them from a leader ! s perspective
4. Focus some time on the actions of school leaders that have the most impact on student achievement outcomes
5. Reflect on where to from here for you and your school " the # SO WHAT? $ question
What is Visible LearningPlus?
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95% of everything from the research showed a positive influence on student achievement
What works best?
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Visible Learning is more than just numbers
Hope is not a strategy
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Rank these effects %
DietClassroom discussionProfessional developmentTeacher-student relationshipsHomeworkFeedbackMobility (shifting schools)Decreasing disruptive behaviourSocio-economic statusStudent expectationsQuality of teaching (student view)
Discussion task
Student expectationsClassroom discussionsFeedbackTeacher-student relationships Socio-economic statusProfessional developmentQuality of teaching (student view) Decreasing disruptive behaviourHomeworkDietMobility (shifting schools)
The research compiled information from across existing research studies
ß 800+ meta-analysesß 50,000+ studiesß 240+ million students
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Student achievement
The effect size common scale
Decreased EnhancedZero
0
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Decreased EnhancedZero
Effect on achievement over timeTypical effect size
0.400 1.00
An effect-size of .20 .40 .80 1.0
advancing achievement .5 yr 1 yr 2 yrs 3 yrs
Influences on achievement0.400.30
0.20
0
0.50
0.60
0.70
0.80
0.90
1.00
0.10
Zone of desired effects-0.10
Distribution of effects
0.00
5,000.00
10,000.00
15,000.00
20,000.00
25,000.00
Num
ber o
f Effe
cts
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The curriculumThe studentThe schoolThe home
The teacherThe approaches to teaching
Category No. of meta-
analyses
No. of STUDIES
No. of EFFECTS
AVG ES
SE
Student 152 11,909 40,197 0.39 0.044
Home 40 2,347 6,031 0.31 0.053
School 115 4,688 15,536 0.23 0.072
Teacher 41 2,452 6,014 0.47 0.054
Curricula 153 10,129 32,367 0.45 0.075
Teaching 412 28,642 59,909 0.43 0.070
Average 913 60,167 160,054 0.40 0.061
Rnk Influence ES1 Student expectations 1.447 Classroom discussions .82
10 Feedback .7512 Teacher-Student relationships .7445 Socio-economic status .5247 Professional development .5057 Quality of teaching (student view) .4884 Decreasing disruptive behaviour .3494 Homework .29132 Diet .12150 Mobility (shifting schools) -.34
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Identifying what matters
Percentage of achievement variance
StudentsTeachers
HomePeers
Schools Principal
Interpreting meta-analyses& The interpretations arising from a meta-analysis can only be as
reliable and valid as the individual studies included in the meta-analysis
& They can be a ' blunt! instrument because the nuances in individual studies can be lost
& You need to consider how the studies included in a meta-analysis relate to your own context to judge the transferability of the findings
& Meta-analyses examine what ' has been found! in research up to now " not what new research will show
& They are the starting point for questions and further thought rather than an answer or a solution
Rank Influence Studies Effects Effect sizes
150 Mobility 181 540 -0.34
136 Teacher subject matter knowledge 92 424 0.09
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Rank Influence Studies Effects Effect sizes
94 Homework 161 295 0.29
Content subject to copyright. Use with permission only.
Rank Influence Studies Effects Effect sizes
51 Parental involvement 748 1,815 0.41
57Quality of teaching (as perceived by the student) 158 237 0.41
Rank Influence Studies Effects Effect sizes
22 Study skills 1,278 3,450 0.63
14 Metacognitive strategies 63 143 0.69
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Rank Influence Studies Effects Effect sizes
12 Teacher-student relationships 229 1,450 0.72
10 Feedback 1,310 2,086 0.75
Rank Influence Studies Effects Effect sizes
9 Teacher clarity na na 0.75
7 Classroom discussion 42 42 0.82
Rank Influence Studies Effects Effect sizes
5 Providing formative evaluation (to teachers about their teaching) 30 78 0.90
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Rank Influence Studies Effects Effect size
1 Self-reported grades/Student expectations 209 305 1.44
Leadership
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What are the features of a really good school leader you know?
Discussion task
Rank Influence Studies Effects Effect sizes
73 Principals/school leaders 521 1,409 .39
Moderating effects
instructional transformational
Transformational Instructional
& Set the vision, school goals, the expectations
& Give instructional support & Monitor school activity & Buffer staff from external
demands & Ensure staffing is fair and
equitable& Are easily accessible to
students and staff& Secure a high degree of
autonomy for the staff
& Make several formal classroom observations
& Interpret test scores with teachers
& Insist teachers collaborate the teaching program across grades
& Insist teachers expect high proportions of their students to achieve well
& Insist and know that class atmosphere in this school is conducive to learning
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Transformational Instructional
Transformational
Instructional
Leadership…
Order from highest to lowest effect?Resourcing strategically
Ensuring an orderly and supportive environment
Planning, coordinating and evaluating teaching and the curriculum
Promoting and participating in teacher learning and development
Establishing goals and expectations
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The facts:1 Promoting and participating in teacher
learning and development 0.84
2=
2=
Establishing goals and expectations 0.42
Planning, coordinating and evaluating teaching and the curriculum
0.42
4 Resourcing strategically 0.31
5 Ensuring an orderly and supportive environment
0.27
How much time did you spend on these over the last week?
& Observing in classrooms
& Interpreting assessment scores with teachers
& Leading or attending meetings focused on instructional issues
& Ensuring a coordinated instructional program
& Being highly visible around the school
& Communicating high academic standards
& Ensuring class atmospheres are conducive to learning
What makes the difference?
# The more leaders focus their relationships, their
work, and their learning on the core business of
teaching and learning the greater the influence on
student outcomes. $
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Rank Influence Studies
Effects Effect sizes
47 Professional development 622 2,062 0.51
Discuss…What professional development have you undertaken recently with your teachers?
What has been the impact?
How do you know?
Effective professional development
& Over a long period of time (three to five years)& Involves external experts& Teachers are deeply engaged& It challenges teachers! existing beliefs& Teachers talk to each other about teaching& School leadership supports teachers! opportunities
to learn and provides opportunities within the school structure for this to happen
Timperley, Wilson, Barrar and Fung (2007), Teacher Professional Learning and Development: Best Evidence Synthesis Iteration, Ministry of Education, NZ
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time
skill
Learning fastComfort zone
Try something new
Higher skill
Three questions from Visible Learning
Where am I going?
How am I doing?
Where do I go next?
Alice: # Which road do I take? $
Cheshire Cat: "Where do you want to go? $
Alice: "I don't know. $
Cheshire Cat: "Then it doesn't matter. If you don't know where you are going, any road will get you there. $
From ' Alice in Wonderland !
by Lewis Carol
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Where am I going?& Which innovation do we choose?
& Strategic decisions should be evidence-based.
How am I doing?& What! s the impact?
& Evaluate and re-evaluate.
& Adapt or drop?
Where to next?
ß Once we have achieved our goal what is our next goal?
ß How do we plan strategically for long term goals?
ß How do we use our school review processes to keep our focus on our priorities?
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Visible Teaching " Visible LearningWhen teachers SEE learning through the eyes of the student
and when students SEE themselves as their own teachers
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Questions? More information?
Contact us:[email protected]
www.visiblelearningplus.com
VisibleLearning
www.facebook.com/visiblelearning
Images used in this presentation courtesy of www.presentermedia.com