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Visible Learning - John Hattie
John Hattie's research focuses on student achievement effect size of .4 being equal to one year of growth. Here is a link to his Visible Learning website. Visible Learning for Math book and Visible Learning for Literacy are also great reads.
Here is a little research behind the effect size of math and the Visible Learning strategies.
- The success criteria is explicit. The learners not only know what they’re trying to achieve, but also what success looks like. Giving learning objectives isn’t enough, they need to see what success looks like.
- The tasks are challenging. Trusting in the rope to support your weight requires real trust. Learners find it extremely challenging, but when they complete it the first time they get a real sense of satisfaction and have the hunger to repeat it again.
- Student expectations. Ask students to state how they think they will do before they start a task. Human nature is for them to play safe in their prediction. When they exceed their forecast, their belief in themselves as a learner increases. This ratchets up over time and their expectations of themselves rise. This has by far the highest ranking effect size in all of Hattie’s findings.
Know thy impact is another of his mantras. He argues that formative assessment is vital in quality teaching and teachers should constantly be using evidence to reflect on the impact their practice had on their learners. Hattie says assessments are more for teachers than students; they are for you to find out what you taught well and to whom. This reflective, evidence-based mindset, he argues captures the essence of what educational research concludes has a high-impact on achievement. Teaching is to D.I.E for, says Hattie: Diagnose what they do/don’t know, Intervene, Evaluate your impact. Repeat. - BY WILLIAM EMENY
Homework
(Note: Elementary effect size of 0.15, and high school of 0.64)
0.29
Involves “tasks assigned to students by teachers that are meant to be carried out during non-school hours.” Effects twice as large for high as for junior high, and twice as large again for junior high as for elementary. Smallest effects in math. Largest in science and social studies with English in the middle. Effects greater for higher than lower ability students. Homework for some reinforces that they cannot learn by themselves. Can undermine motivation and internalize incorrect routines and strategies.
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