Using research-based practices to impact student learning
Hattie's research - Visible Learning
Hattie's research, through over 800 meta-analyses, discovered practices that worked in schools resulting in high levels of student learning. However, Hattie cautions educators to understand that simply implementing the practices will not guarantee high levels of learning. At times, poor implementation of a practice can cause more damage than good. For instance, feedback has a high effect size. What if the feedback is poorly given or given in a very harmful way. That feedback can build resentment and disengagement rather than accelerating learning. Feedback must be carefully given and openly received.
As we explore and learn more about Hattie's effect sizes, use them with professional caution - for good and not for harm. Just using teacher clarity can hurt - if the message is clearly not helpful for a student.
Application in the classroom
- creating a series of questions for students to consider
- allocating enough time for elaborate discussions
- creating an environment where students can freely express opinions without feeling ridiculed or laughed at.
Using Impact Teams for collaborative planning
- What should all students know and be able to do?
- How will we know when all students have learned?
- What will we do when a student hasn’t learned?
- What will we do when a student has learned or reached proficiency?
Impact Teams use six Visible Learning practices that have been proven to have a high effect on student learning:
- Feedback: .75 effect size (ES)
- Teacher Clarity: .75 ES
- Classroom Discussion: .82 ES
- Formative Evaluation: .90 ES
- Success Criteria: 1.13 ES
- Assessment Capable Learners: 1.44 ES
- Collective Efficacy: 1.57 ES
Impact Teams use a 3-step process call Evidence-Analysis-Action helping members of the team stay focused on analyzing the impact of the learning.
To read more about this process, click on the link below:
Raun & Duva (2018)
The COACH Approach to Feedback
Know thy impact
Click here to access the video.
Inspired and Passionate Teaching
Click here for the video.
Watch the video here.
Calculate your own effect size
DeWitt, P. (2017, June 18). The Coach Approach to Giving and Recieving Feedback in Schools. Retrieved from http://blogs.edweek.org/edweek/finding_common_ground/2017/06/the_coach_approach_to_giving_and_receiving_feedback_in_schools.html
Fisher, D., Frey, N. & Hattie, J. (2016) Visible Learning for Literacy. Thousand Oaks, CA:
Hattie, J. (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.
Hattie, J (2012) Visible Learning for Teachers: Maximizing Impact on Learning. New York:
Johnson, S. (2016, December 19). Calculating Effect Sizes - from the book VISIBLE LEARNING FOR LITERACY. Retrieved from https://www.youtube.com/watch?v=VupAofWhZZo&t=11s.
Raun, K &Duva, S. (2018, January 12). Impact Teams - The Next BIG Thing: A success story of how one school evolved past PLCs. Retrieved from http://corwin-connect.com/2018/01/impact-teams-next-big-thing-success-story-one-school-evolved-past-plcs/